The effect of cooperative learning activities on developing the 21st century learning and innovation skills in Turkish lessons

In this study, it is aimed to have students gain the creativity, critical thinking, communication and collaboration skills that belong to the learning and innovation dimension of 21st century skills in Turkish education through collaborative learning. The research, which included an experimental and a control group, was conducted in the 6th grade of a secondary school in Bolu province. While the pre test and post test control group quasi-experimental design was used in the quantitative dimension of the study conducted according to the mixed research method, the analysis of the qualitative dimension was obtained through observation, interview, review analysis, student diary, researcher diary and wordpress analysis. In this research, in the first period of the 2018-2019 Academic Year, pre tests were taken in accordance with the nested mixed pattern, followed by a 13-week qualitative data collection and post-tests were completed with the completion of the activities. The activities used in the study were taken from the 6th Grade Secondary Turkish Textbook of Eksen Publications (Şekerci, 2018) which the students in the sample used in their Turkish lessons. Retention tests were performed two months (60 days) after the post-tests. As a result of the research, it has been seen that Turkish courses developed according to the cooperative learning method improve students' ability to collaborate depending on 21st century learning and innovation dimension, that critical thinking skills and critical information related to critical thinking to identify, make inferences, resources, independent learning and communication has been found to develop sub-dimensions, that the communication skill and this skill developed the sub-dimensions of introduction, development, outcome, voice and style, audience awareness, purpose, voice and visual aids and body language, questions and interpretation related to the listening section, that creativity skill and the fluency, flexibility, evaluation, risk taking, searching for difficulties, detailing (focusing on details) sub-dimensions of this skill contribute to development, that the Turkish lessons are more productive than the traditional Turkish lessons according to the cooperative learning method and that students show a great interest in these lessons and have high motivation.