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K12 Beceriler Çerçevesi: Türkiye Bütüncül Modeli Bağlamında Sosyal Duygusal Öğrenme Becerileri

Year 2023, Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 1027 - 1054, 25.12.2023
https://doi.org/10.37669/milliegitim.1308964

Abstract

Bu çalışmanın temel amacı güncel eğitim pratiklerinin önemli bir bileşeni olan sosyal duygusal öğrenme becerilerini K12 Beceriler Çerçevesi: Türkiye Bütüncül Modeli bağlamında incelemektir. Bu amaçla öncelikle mevcut eğitim öğretim süreç ve uygulamalarında sosyal duygusal öğrenme becerilerine yer verilmesini gerektiren problem durumu tanıtılmıştır. Sonrasında eğitim bilimleri alan yazınında sosyal duygusal öğrenme becerilerinin ortaya çıkışı ve gelişimi incelenmiştir. Dahası sosyal duygusal öğrenme becerilerinin önemi ve katkıları da akademik, toplumsal yaşam ile duygusal ve psikolojik alanlar bağlamında tartışılmıştır. Araştırma kapsamında sosyal duygusal öğrenme becerilerinin tanımı, kapsamı ve alan yazında yer alan başlıca sosyal duygusal öğrenme becerileri model ve kavramsallaştırmaları da kısaca incelenmiştir. Son olarak ise K12 Beceriler Çerçevesi: Türkiye Bütüncül Modeli bağlamında ortaya konulan sosyal duygusal öğrenme becerileri modeli tanıtılmış ve sosyal duygusal öğrenme becerilerinin eğitim öğretim süreçlerine entegrasyonu ile ilgili öneriler sunulmuştur. Bu çalışmanın ana dayanak noktası olan K12 Beceriler Çerçevesi: Türkiye Bütüncül Modeli’nde çalışmanın doğasına uygun olarak üç bileşenden meydana gelen özgün bir sosyal duygusal öğrenme becerileri kavramsallaştırması ortaya konulmuştur. Sosyal duygusal öğrenme becerilerinin kavramsal yapısını oluşturan bu üç bileşen benlik becerileri, sosyal yaşam becerileri ve ortak/birleşik beceriler olarak ifade edilmektedir. Bu üç bileşen içerisinde toplam 9 farklı sosyal duygusal öğrenme becerisi tanımlanmıştır. Bu becerilerin kavramsal tanımları, süreç bileşenleri ve bu süreç bileşenlerini somutlaştırmak amacıyla bazı göstergeler sunulmuştur. Sosyal duygusal öğrenme becerilerinin eğitim öğretim süreç ve yaşantılarına entegrasyonunda ise spesifik olarak belirli bir sosyal duygusal öğrenme becerisini/becerilerini geliştirmeye odaklanan ve ruhsal, duyuşsal ve psiko-eğitsel müdahaleler yerine tüm programda mevcut olan eğitim öğretim süreç ve yaşantılarını zenginleştirmek üzere sosyal duygusal öğrenme becerilerinin bir enstrüman olarak kullanılmasının faydalı olacağı değerlendirilmektedir.

References

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  • Asra, B. (2022). Okuma çemberlerinin lise öğrencilerinin sosyal duygusal öğrenme beceri düzeylerine etkisi [Yayınlanmamış yüksek lisans tezi]. Mimar Sinan Güzel Sanatlar Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Aşkar, P., Topçu, H. İ., Altun, A., Cırık, İ. ve Kandırmaz, M. (Eds). (2023). K12 beceriler çerçevesi Türkiye bütüncül modeli. Millî Eğitim Bakanlığı Yayınları.
  • Bowden, W. R. (2015). Collaboration, pedagogy, and media: short-term summer programs emphasize project based and social emotional learning. Journal of Media Literacy Education, 7(1), 72-76.
  • Cherniss, C., Extein, M., Goleman, D., and Weissberg, R. P. (2006). Emotional intelligence: what does the research really indicate?. Educational psychologist, 41(4), 239-245. https://doi.org/10.1207/s15326985ep4104_4
  • Chernyshenko, O., Kankaraš, M., and Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD Study on Social and Emotional Skills. OECD Education Working Papers, No. 173, OECD Publishing. http://dx.doi.org/10.1787/db1d8e59-en
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  • De Fruyt, F., Wille, B., and John, O. (2015). Employability in the 21st century: Complex (Interactive) problem solving and other essential skills. Industrial and Organizational Psychology, 8(2), 276-281. https://doi.org/10.1017/iop.2015.33
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82 (1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Elias, M. J. (2003). Academic and social emotional learning. International Academy of Education (IBE).
  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., ... and Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development (ASCD).
  • Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi [Yayınlanmamış doktora tezi]. Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale.
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  • Heckman, J., and Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19, 451-464.
  • Howard, K. A. S., and Ferrari, L. (2022). Social-emotional learning and career development in elementary settings. British Journal of Guidance & Counselling, 50 (3), 371-385. https://doi.org/10.1080/03069885.2021.1959898
  • Hymel, S., Low, A., Starosta, L., Gill, R., and Schonert-Reichl, K. (2018). Promoting mental well-being through social-emotional learning in schools: Examples from British Columbia. Canadian Journal of Community Mental Health, 36(Special Issue), 97-107. https://doi.org/10.7870/cjcmh-2017-029
  • John, O., and De Fruyt, F. (2015). Framework for the longitudinal study of social and emotional skills in cities. OECD Publishing.
  • Jones, S. M., Brush, K., Ramirez, T., Mao, Z. X., Marenus, M., Wettje, S., ... and Bailey, R. (2021). Navigating SEL from the inside out: Looking inside and across 33 leading SEL programs (Revised and expanded second edition, preschool and elementary focus). Harvard Graduate School of Education: Cambridge, MA, USA. https://www.wallacefoundation.org/knowledge-center/Documents/navigating-social-and-emotional-learning-from-the-inside-out-2ed.pdf
  • Kabakçı, Ö. F. (2006). İlköğretim ikinci kademe öğrencilerin sosyal duygusal öğrenme becerileri [Yayınlanmamış yüksek lisans tezi]. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Kabakçı, Ö. F., ve Korkut, F. (2008). 6‐8. Sınıftaki öğrencilerin sosyal-duygusal öğrenme becerilerinin bazı değişkenlere göre incelenmesi. Eğitim ve Bilim, 33 (148), 77-86.
  • Kabakçı, Ö. F., ve Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.
  • Kabakçı, Ö. F., and Totan, T. (2013). Effects of social and emotional learning skills on life satisfaction and hope. Journal of Theoretical Educational Science, 6 (1), 40-61.
  • Kabasakal, Z., and Totan, T. (2013). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Cukurova University Faculty of Education Journal, 42 (1), 56-64.
  • Kankaraš, M. (2017). Personality matters: Relevance and assessment of personality characteristics. OECD Education Working Papers, OECD Publishing. http://dx.doi.org/10.1787/8a294376-en
  • Kankaraš, M., and Suarez-Alvarez, J. (2019). Assessment framework of the OECD study on social and emotional skills. OECD Education Working Paper No. 207, OECD Publishing. https://one.oecd.org/document/EDU/WKP(2019)15/En/pdf
  • Kaşıkçı, F., and Özhan, M. B. (2021). Prediction of academic achievement and happiness in middle school students: The role of social-emotional learning skills. İ.e.: nquiry in education, 13(2), Article Number:15. https://digitalcommons.nl.edu/ie/vol13/iss2/15
  • Kautz, T., Heckman, J. J., Diris, R., ter Well, B., and Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success. OECD Education Working Papers, OECD Publishing. http://dx.doi.org/10.1787/5jxsr7vr78f7-en
  • Kendziora, K., and Yoder, N. (2016). When districts support and integrate social and emotional learning (SEL): Findings from an ongoing evaluation of districtwide implementation of SEL. Education Policy Center at American Institutes for Research. https://files.eric.ed.gov/fulltext/ED571840.pdf
  • LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27 (1), 1-7. http://dx.doi.org/10.1007/s40688-019-00263-y
  • Lipnevich, A., Preckel, F., and Roberts, R. (2017). Psychosocial skills and school systems in the 21st century: Theory, research, and practice. Springer International Publishing.
  • McCrae, R. R., and Costa Jr, P. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90. https://doi.org/10.1037/0022-3514.52.1.81
  • McCrae, R. R., and John, O. P. (1992), An introduction to the five? Factor model and its applications. Journal of Personality, 60, 175-215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x
  • MEB (2021). Sosyal ve duygusal beceriler araştırması Türkiye ön raporu. https://www.meb.gov.tr/meb_iys_dosyalar/2021_09/07170836_No19_-_OECD_Sosyal_ve_Duygusal_Beceriler_Arastirmasi.pdf
  • MEB (2023). K12 beceriler çerçevesi Türkiye bütüncül modeli. Millî Eğitim Bakanlığı.
  • OECD (2015). Skills for social progress: The power of social and emotional skills. OECD Publishing. http://dx.doi.org/10.1787/9789264226159-en
  • OECD (2018). Social and emotional skills: Well-being connectedness and success. OECD Publishing. https://www.oecd.org/education/ceri/social-emotional-skills-study/
  • Özer, M. (2023). Türkiye’de eğitimin geleceği: Eşit, kapsayıcı ve kaliteli. Vakıfbank Kültür Yayınları.
  • Partnership for 21st Century Learning [P 21]. (2016). Framework for 21st century living. http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf
  • Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., and Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2(4), 313-45. https://doi.org/10.1111/j.1745-6916.2007.00047.x
  • Trilling, B., and Fadel, C. (2009). 21st century skills: Learning for life in our times. JosseyBass, Francisco.
  • Tüten, M. (2023). Ergenlerde sosyal duygusal öğrenme becerilerinin yordayıcısı olarak okul iklimi [Yayınlanmamış yüksek lisans tezi]. Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
  • WHO (2003). World Health Organization. Skills for health: Skills-based health education including life skills: An important component of a child-friendly/health-promoting school. http://www.who.int/iris/handle/10665/42818
  • Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten-Bokkel, I., Tate, K., and Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347-376. https://doi.org/10.1080/0305764X.2016.1195791
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Year 2023, Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 1027 - 1054, 25.12.2023
https://doi.org/10.37669/milliegitim.1308964

Abstract

References

  • Abrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., and De Fruyt, F. (2019). Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts. Psychological Assessment, 31(4), 460-473. https://doi.org/10.1037/pas0000591
  • Asra, B. (2022). Okuma çemberlerinin lise öğrencilerinin sosyal duygusal öğrenme beceri düzeylerine etkisi [Yayınlanmamış yüksek lisans tezi]. Mimar Sinan Güzel Sanatlar Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Aşkar, P., Topçu, H. İ., Altun, A., Cırık, İ. ve Kandırmaz, M. (Eds). (2023). K12 beceriler çerçevesi Türkiye bütüncül modeli. Millî Eğitim Bakanlığı Yayınları.
  • Bowden, W. R. (2015). Collaboration, pedagogy, and media: short-term summer programs emphasize project based and social emotional learning. Journal of Media Literacy Education, 7(1), 72-76.
  • Cherniss, C., Extein, M., Goleman, D., and Weissberg, R. P. (2006). Emotional intelligence: what does the research really indicate?. Educational psychologist, 41(4), 239-245. https://doi.org/10.1207/s15326985ep4104_4
  • Chernyshenko, O., Kankaraš, M., and Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD Study on Social and Emotional Skills. OECD Education Working Papers, No. 173, OECD Publishing. http://dx.doi.org/10.1787/db1d8e59-en
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.org/%20casel-sel-framework-11-2020/?view=true
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2023). Our history. https://casel.org/about-us/our-history/
  • Cunha, F., and Heckman, J. (2007). The technology of skill formation. American Economic Review, 97(2), 31-47. https://doi.org/10.1257/aer.97.2.31
  • Cunha, F., Heckman, J., and Schennach, S. (2010). Estimating the technology of cognitive and noncognitive skill formation. Econometrica, 78(3), 883-931. https://doi.org/10.3982/ECTA6551
  • De Fruyt, F., Wille, B., and John, O. (2015). Employability in the 21st century: Complex (Interactive) problem solving and other essential skills. Industrial and Organizational Psychology, 8(2), 276-281. https://doi.org/10.1017/iop.2015.33
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82 (1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Elias, M. J. (2003). Academic and social emotional learning. International Academy of Education (IBE).
  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., ... and Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development (ASCD).
  • Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi [Yayınlanmamış doktora tezi]. Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale.
  • EXPLORESEL (2020). Harvard University. Graduate school of education. EASEL Lab. http://exploresel.gse.harvard.edu/frameworks/
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
  • Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., and Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58 (6-7), 466-474. https://doi.org/10.1037/0003-066X.58.6-7.466
  • Heckman, J., and Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19, 451-464.
  • Howard, K. A. S., and Ferrari, L. (2022). Social-emotional learning and career development in elementary settings. British Journal of Guidance & Counselling, 50 (3), 371-385. https://doi.org/10.1080/03069885.2021.1959898
  • Hymel, S., Low, A., Starosta, L., Gill, R., and Schonert-Reichl, K. (2018). Promoting mental well-being through social-emotional learning in schools: Examples from British Columbia. Canadian Journal of Community Mental Health, 36(Special Issue), 97-107. https://doi.org/10.7870/cjcmh-2017-029
  • John, O., and De Fruyt, F. (2015). Framework for the longitudinal study of social and emotional skills in cities. OECD Publishing.
  • Jones, S. M., Brush, K., Ramirez, T., Mao, Z. X., Marenus, M., Wettje, S., ... and Bailey, R. (2021). Navigating SEL from the inside out: Looking inside and across 33 leading SEL programs (Revised and expanded second edition, preschool and elementary focus). Harvard Graduate School of Education: Cambridge, MA, USA. https://www.wallacefoundation.org/knowledge-center/Documents/navigating-social-and-emotional-learning-from-the-inside-out-2ed.pdf
  • Kabakçı, Ö. F. (2006). İlköğretim ikinci kademe öğrencilerin sosyal duygusal öğrenme becerileri [Yayınlanmamış yüksek lisans tezi]. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Kabakçı, Ö. F., ve Korkut, F. (2008). 6‐8. Sınıftaki öğrencilerin sosyal-duygusal öğrenme becerilerinin bazı değişkenlere göre incelenmesi. Eğitim ve Bilim, 33 (148), 77-86.
  • Kabakçı, Ö. F., ve Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.
  • Kabakçı, Ö. F., and Totan, T. (2013). Effects of social and emotional learning skills on life satisfaction and hope. Journal of Theoretical Educational Science, 6 (1), 40-61.
  • Kabasakal, Z., and Totan, T. (2013). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Cukurova University Faculty of Education Journal, 42 (1), 56-64.
  • Kankaraš, M. (2017). Personality matters: Relevance and assessment of personality characteristics. OECD Education Working Papers, OECD Publishing. http://dx.doi.org/10.1787/8a294376-en
  • Kankaraš, M., and Suarez-Alvarez, J. (2019). Assessment framework of the OECD study on social and emotional skills. OECD Education Working Paper No. 207, OECD Publishing. https://one.oecd.org/document/EDU/WKP(2019)15/En/pdf
  • Kaşıkçı, F., and Özhan, M. B. (2021). Prediction of academic achievement and happiness in middle school students: The role of social-emotional learning skills. İ.e.: nquiry in education, 13(2), Article Number:15. https://digitalcommons.nl.edu/ie/vol13/iss2/15
  • Kautz, T., Heckman, J. J., Diris, R., ter Well, B., and Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success. OECD Education Working Papers, OECD Publishing. http://dx.doi.org/10.1787/5jxsr7vr78f7-en
  • Kendziora, K., and Yoder, N. (2016). When districts support and integrate social and emotional learning (SEL): Findings from an ongoing evaluation of districtwide implementation of SEL. Education Policy Center at American Institutes for Research. https://files.eric.ed.gov/fulltext/ED571840.pdf
  • LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27 (1), 1-7. http://dx.doi.org/10.1007/s40688-019-00263-y
  • Lipnevich, A., Preckel, F., and Roberts, R. (2017). Psychosocial skills and school systems in the 21st century: Theory, research, and practice. Springer International Publishing.
  • McCrae, R. R., and Costa Jr, P. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90. https://doi.org/10.1037/0022-3514.52.1.81
  • McCrae, R. R., and John, O. P. (1992), An introduction to the five? Factor model and its applications. Journal of Personality, 60, 175-215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x
  • MEB (2021). Sosyal ve duygusal beceriler araştırması Türkiye ön raporu. https://www.meb.gov.tr/meb_iys_dosyalar/2021_09/07170836_No19_-_OECD_Sosyal_ve_Duygusal_Beceriler_Arastirmasi.pdf
  • MEB (2023). K12 beceriler çerçevesi Türkiye bütüncül modeli. Millî Eğitim Bakanlığı.
  • OECD (2015). Skills for social progress: The power of social and emotional skills. OECD Publishing. http://dx.doi.org/10.1787/9789264226159-en
  • OECD (2018). Social and emotional skills: Well-being connectedness and success. OECD Publishing. https://www.oecd.org/education/ceri/social-emotional-skills-study/
  • Özer, M. (2023). Türkiye’de eğitimin geleceği: Eşit, kapsayıcı ve kaliteli. Vakıfbank Kültür Yayınları.
  • Partnership for 21st Century Learning [P 21]. (2016). Framework for 21st century living. http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf
  • Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., and Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2(4), 313-45. https://doi.org/10.1111/j.1745-6916.2007.00047.x
  • Trilling, B., and Fadel, C. (2009). 21st century skills: Learning for life in our times. JosseyBass, Francisco.
  • Tüten, M. (2023). Ergenlerde sosyal duygusal öğrenme becerilerinin yordayıcısı olarak okul iklimi [Yayınlanmamış yüksek lisans tezi]. Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
  • WHO (2003). World Health Organization. Skills for health: Skills-based health education including life skills: An important component of a child-friendly/health-promoting school. http://www.who.int/iris/handle/10665/42818
  • Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten-Bokkel, I., Tate, K., and Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347-376. https://doi.org/10.1080/0305764X.2016.1195791
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There are 50 citations in total.

Details

Primary Language Turkish
Subjects Lifelong learning, Psychological Foundations of Education, Curriculum and Instration (Other)
Journal Section Derleme Makalesi
Authors

Mehmet Buğra Özhan 0000-0002-7924-4379

Adnan Taşgın 0000-0002-3704-861X

Mustafa Kandırmaz 0000-0002-6931-7837

Publication Date December 25, 2023
Published in Issue Year 2023 Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA

Cite

APA Özhan, M. B., Taşgın, A., & Kandırmaz, M. (2023). K12 Beceriler Çerçevesi: Türkiye Bütüncül Modeli Bağlamında Sosyal Duygusal Öğrenme Becerileri. Milli Eğitim Dergisi, 52(1), 1027-1054. https://doi.org/10.37669/milliegitim.1308964