The Effect of Science Teaching in a Future Classroom Laboratory Learning Environment on the Information and Technology Literacy, and Critical Thinking and Problem-Solving Skills of 7th-Grade Students

Creative Commons License

Turgut H., Ünal C. E.

Sakarya University Journal of Education, cilt.16, sa.1, ss.110-130, 2026 (TRDizin)

Özet

One of the key goals of 21st-century education is to equip students with essential life and thinking skills required by the modern age. In line with this objective, many countries are carrying out national and international projects focused on flexible and innovative learning environments. In this context, the “Future Classroom Lab” model developed by the European Schoolnet has pioneered efforts in 18 different countries to establish flexible learning spaces that promote key competencies. The aim of this study is to examine the effects of science instruction, designed in alignment with this model, on seventh-grade middle school students’ information and technology literacy, as well as their critical thinking and problem-solving skills. A quantitative research approach was adopted, utilizing a one-group pretest-posttest experimental design. The study sample consisted of 30 seventh-grade students (15 girls, 15 boys) from a public middle school in Antalya, selected through stratified sampling. The implementation was carried out over a total of 33 class hours in a Future Classroom Lab located within a social sciences high school in Antalya. Various data collection tools were employed to assess students’ information and technology literacy, as well as their critical thinking and problem-solving abilities, including a project design form, assessment rubrics, and a scenario-based evaluation form. The collected data were analyzed using the SPSS 29.0 software. The findings of the study revealed that the instructional process implemented in the Future Classroom Lab significantly improved students' cognitive skills in the aforementioned areas.