Investigation of primary school fourth grade students' perceptions about 21st century learning practices

This study is to reveal primary school students' perceptions of 21st century learning practices and to investigate their what clasroom teacher do for students to gain these practices. In the research, an explanatory sequential pattern model was adopted from mixed method. In this content, 21st century learning practices experienced by primary school 4th grade students were observed in a classroom selected based on the results obtained by the "Students' Perception of 21st Century Learning Practices Scale". In the research, students' perceptions of learning; in self-directed learning and cooperative learning subdimensions; It was concluded that their perceptions towards thinking were above average in the sub-dimensions of critical thinking, creative thinking, and authentic problem solving and knowledge creation efficiency. While it was concluded that primary school students' perceptions of 21st century learning practices did not differ according to gender and maternal education status, it was concluded that the educational status of the father, having preschool education and having a computer differ significantly according to some sub-dimensions. As a result of the regression analysis, it was concluded that the variables that explain the knowledge creation efficacy are creative thinking, authentic problem solving, self-directed learning and critical thinking. The learning practices of students are related to learning; self-directed learning, cooperative learning, meaningful learning with ICT; for thinking; critical thinking, creative thinking, authentic problem solving and knowledge creation efficacy. Keywords: 21st century learning practices, Primary school student, 21st century skills