The relationship between secondary school students' innovation skills and their perceptions of the learning climate supporting innovation skills

The purpose of this study is to examine the relationship between secondary school students' innovation skills and their perceptions concerning learning climate that supports innovation skills. The sample of the study was determined by the convenient sampling method and consists of 394 students studying in secondary schools in Tuşba, İpekyolu and Edremit districts of Van province. "Innovation Skills Tendency Scale" and "Innovation Skills Supporting Learning Climate Scale" were used as data collection tools in the study. Arithmetic mean, standard deviation, independent groups t test, one-way analysis of variance (ANOVA), Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. According to the results of the study, it was seen that secondary school students' innovation skills and their perceptions of the learning climate that supports innovation skills were at a high level. It concluded that secondary school students' innovation skills did not show a statistically significant difference according to the variables of gender, grade level, and mother and father's education level. It was determined that there was a positive and moderately statistically significant relationship between secondary school students' perceptions concerning learning climate supporting innovation skills and their innovation skills. Additionally, it was observed that secondary school students' perceptions concerning learning climate supporting innovation skills significantly predicted their innovation skills (25.7%). As a result, it can be recommended to create learning environments that support innovation skills and for teachers to be role models in this regard. Keywords: Innovation, Innovation Skills, Learning Climate Supporting Innovation Skills, 21st Century Skills.