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Teachers' Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments

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Title: Teachers' Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments
Language: English
Authors: Anagün, Sengül S.
Source: International Journal of Instruction. Oct 2018 11(4):825-840.
Availability: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Teacher Attitudes, Constructivism (Learning), Educational Environment, Problem Solving, Critical Thinking, Cooperation, Communication Skills, Creativity, Elementary School Teachers
Geographic Terms: Turkey
Assessment and Survey Identifiers: Constructivist Learning Environment Survey
ISSN: 1694-609X
Abstract: The purpose of this study is to examine the associations between the perceptions of primary school teachers about their proficiencies in terms of 21st century skills and their perceptions in relation to managing constructivist learning environments by means of structural equation modeling (SEM). The sample of the study included the classroom teachers from the province of Eskisehir. One hundred eighty-four females and 88 male teachers participated in the study. 21st century skills scale and [The Constructivist Learning Environment Scale] TCLES were used to derive teacher perceptions regarding their proficiencies in 21st century skills and their use of constructivist approaches in the classrooms. The results revealed that 21st century skills were positively related to teachers' perceptions of the constructivist learning environment. Based on these results, a simple implication could be that when the teachers possess strong perceptions in relation to problem solving, critical thinking, cooperation, communication and creativity, they may appear to provide their students with learning environments that are more open to students' inquiry and investigation and that are thus more conducive to positive student attitudes.
Abstractor: As Provided
Number of References: 42
Entry Date: 2018
Accession Number: EJ1191700
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Instruction%22"><i>International Journal of Instruction</i></searchLink>. Oct 2018 11(4):825-840.
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  Data: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
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  Data: The purpose of this study is to examine the associations between the perceptions of primary school teachers about their proficiencies in terms of 21st century skills and their perceptions in relation to managing constructivist learning environments by means of structural equation modeling (SEM). The sample of the study included the classroom teachers from the province of Eskisehir. One hundred eighty-four females and 88 male teachers participated in the study. 21st century skills scale and [The Constructivist Learning Environment Scale] TCLES were used to derive teacher perceptions regarding their proficiencies in 21st century skills and their use of constructivist approaches in the classrooms. The results revealed that 21st century skills were positively related to teachers' perceptions of the constructivist learning environment. Based on these results, a simple implication could be that when the teachers possess strong perceptions in relation to problem solving, critical thinking, cooperation, communication and creativity, they may appear to provide their students with learning environments that are more open to students' inquiry and investigation and that are thus more conducive to positive student attitudes.
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