Η Binkley και οι συνεργάτες της στο μοντέλο που παρουσίασαν για τις δεξιότητες του 21ου αιώνα, τις οποίες πολλοί ταυτίζουν με τις κοινωνικές δεξιότητες, αναφέρουν ότι στους τρόπους σκέψης ανήκουν η συγκλίνουσα/αποκλίνουσα σκέψη, η καινοτομία/δημιουργικότητα και η μεταγνώση. Το ερευνητικό/παρεμβατικό πρόγραμμα «Δημιουργική Γραφή και Δεξιότητες Κοινωνικής Μάθησης» του τμήματος Βαλκανικών, Σλαβικών και Ανατολικών Σπουδών του Πανεπιστημίου Μακεδονίας, διάρκειας πέντε μηνών περίπου, διερευνά την ενίσχυση των παραπάνω δεξιοτήτων, οι οποίες αποτελούν μέρος ενός ευρύτερου συνόλου κοινωνικών δεξιοτήτων που σχετίζονται με τη μάθηση, έχοντας ως εκπαιδευτικό εργαλείο τη δημιουργική γραφή και αφόρμηση λογοτεχνικά κείμενα των βαλκανικών χωρών. Το δείγμα της έρευνας αποτέλεσαν 573 μαθητές της Ε΄ και ΣΤ΄ τάξης των δημοτικών σχολείων του νομού Θεσσαλονίκης, οι οποίοι χωρίστηκαν στην Ομάδα Παρέμβασης, που υλοποίησε το πρόγραμμα και στην Ομάδα Ελέγχου, που παρακολούθησε το κανονικό της πρόγραμμα. Η διερεύνηση του επιπέδου των δεξιοτήτων κοινωνικής μάθησης των παιδιών έγινε με τη χρήση ενός δομημένου αυτοσχέδιου ερωτηματολογίου, του οποίου οι συντελεστές αξιοπιστίας alpha Cronbach κυμαίνονται σε πολύ υψηλά επίπεδα. Η ανάλυση των αποτελεσμάτων κατέδειξε ότι η Ομάδα Παρέμβασης σημείωσε στατιστικά σημαντική μεγαλύτερη βελτίωση στην αξιολόγηση των παραπάνω δεξιοτήτων σε σχέση με την Ομάδα Ελέγχου και με εξισωμένα τα δημογραφικά και άλλα στοιχεία των μαθητών.
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In today's Learning Society, the development of cognitive, metacognitive, social and communication skills are the most important competences of students, as they help them become active and critically thinking citizens of the 21st century. Binkley at al. (2012) presented a framework of 21st century skills grouped into four categories: a) ways of thinking, b) ways of working, c) tools for working, d) living in the world. This article gives particular emphasis on the category of "ways of thinking" which includes the following skills: a) creativity/innovation, b) critical thinking, problem solving, management/decision making, c) metacognition. In fact, it explores their reinforcement through creative writing, as the latter also functions as a form of treatment of various socio-emotional problems. In particular, strengthening the above skills, which are part of a wider set of social skills related to learning, was achieved through the intervention research program "Creative Writing and Social Learning Skills" of the Department of Balkan, Slavic and Oriental Studies of the University of Macedonia. The creative writing activities of the program were based on literary texts taken from the Balkan countries and the countries of Eastern and Southeastern Europe, as creativity is closely linked to the multicultural experience. The program was designed based on De Vries's ABC planning model, as in addition to its main purpose, enhancing social skills which many identify with the 21st century skills, also promoted multicultural experience on a second level. More specifically, after highlighting the significance of the issue of social skills deficits and their correlation with the learning process through the search for statistics conducted both in Greece and abroad, it was decided to create an intervention program with a target group of 5th and 6th grade students including the training of the teachers who would participate. The material of the program consists of a package which includes: a) the Teacher's Manual with clear instructions, b) the Program of the Laboratories, a detailed guide of 38 workshops, c) the Appendix, with literary excerpts and images of works of art, d) Writing sheets, e) the illustration of a literary book, g) De Bono's six thinking hats, h) a Behavior Diary for keeping track and recording each child's individual behavior. The identification of the level of the children’s social learning skills was measured using a structured improvised questionnaire called "Social Learning Skills Rating System for the 5th and 6th grade students of the primary school". The alpha Cronbach reliability coefficients of the subscales of the questionnaire are very high. The rating system was granted to the teachers upon the approval of the relevant research conducted by the Greek Ministry of Education and Religious Affairs. The sample of the research consisted of 573 students attending the 5th and 6th grade of a primary schools of Thessaloniki. Of these, 382 students formed the Intervention Team, which attended the program "Creative Writing and Social Learning Skills", lasting about 5 months, and 191 students formed the Control Team, which followed the regular school curriculum. The analysis and processing of the data showed that the Intervention Team was evaluated statistically achieving a higher score than the Control Team in the final assessment of the skills concerning convergent/divergent thinking and innovation/creativity. In addition, it appeared that the Intervention Team showed a statistically much greater improvement compared to the Control Team in the above skills as well as in the case of metacognition. Also, through the analysis "ANCOVA" and "Stepwise Regression", it appeared that the main effect of the intervention on the enhancement of the above skills remained statistically high, even when some demographics and other data of the students were taken into account, such as family status, nationality, the educational background of the father and the mother, the number of students in the class and the ability to write in the Greek language. The program "Creative Writing and Social Learning Skills" seems to be very promising in strengthening the social learning skills in the last two grades of the primary school.
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