Developing Learning Management Skills for Science Teachers in the 21st Century

Abstract

The aim of this study is to enhance science instructors' 21st-century learning management abilities. Among the sample group are teachers of primary science. This resulted from using a straightforward random sample selection technique (basic random sampling). The test, the learning management assessment, and the 21st Century Science Learning Management Handbook were the instruments employed in the study. ANOVA and the t-test use pre-made statistical routines. The results show that the development of learning management skills for scientific instructors in the twenty-first century includes the theories, concepts, and tenets of a model that stresses engagement in teaching and learning activities as well as actual action. There are five steps in the model: Step 1 Engagement, Step 2 Exploration, Step 3 Explain, Step 4: Elaboration, Step 5: Evaluation, Comparing, and Measuring the 21st-Century Learning Activity Skills of Science Teachers It is clear that, following the arrangement of learning activities connected to the improvement of learning management skills for scientific teachers in the twenty-first century, there is a statistically significant difference at level 0.05. In comparison to the pre-activity, the average score rose after the learning exercise.