Designing and Developing Learning Management Processes to Promote Self-Directed Knowledge Construction

Abstract

This study aims to: 1) Examine the experiences and needs essential for fostering self-directed knowledge construction among science teachers and lower secondary students; and 2) Develop a learning management process to enhance self-directed knowledge construction for lower secondary students. Targeting 35 students from a school in Kalasin province during the first semester of 2023, the research employs interviews, response assessments, and practical exercises. Following Richey & Klein’s design-based research methodology, the project consists of two primary phases. The initial design phase analyzes user experiences and relevant research to construct a learning management framework. The subsequent development phase involves expert review to refine and ensure the framework's effectiveness. Expert evaluations have tailored the learning management process to the specific context of lower secondary education, promoting student engagement and knowledge creation through practical, real-world applications. Findings highlight the efficacy of constructivist approaches in learning management, demonstrating their ability to meet the evolving needs of students and educators by enabling independent knowledge generation. This study provides a robust framework for developing effective, self-directed learning environments, contributing significantly to the field of educational design.