21st Century Skills

Kennedy, Teresa J.; Sundberg, Cheryl

doi:10.1007/978-3-030-43620-9_32

Cited by 62 publications

(40 citation statements)

References 6 publications

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“…28 (2015-16)). Disse endringene er også i tråd med omtale av 21 st century skills i internasjonale dokumenter (Kennedy & Sundberg, 2020;National Research Council, 2012a;OECD, 2018). Det nye laereplanverket har fått navnet Kunnskapsløftet 2020 (LK20).…”

Section: Innledningunclassified

Naturvitenskapelige praksiser og tenkemåter – på vei mot et tolkningsfellesskap

Haug

Sørborg

Mork

et al. 2021

NorDiNa

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Scientific practices are introduced in curricula around the world, replacing the more general concept of inquiry. There are many different definitions of scientific practices, and the purpose of this article is to contribute to a common understanding of what scientific practices are and how they can be implemented and assessed in the classroom. We analyzed the Norwegian curriculum LK20 and found that teachers are mainly left on their own in how to interpret, implement and assess scientific practices. To address the lack of support, we selected a set of central scientific practices based on LK20, the research literature and international curricula and described the practices as explicit and close to teaching practice as possible. Implications for use are discussed, together with a call for other researchers to join the discussion.

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Section: Innledningunclassified

Naturvitenskapelige praksiser og tenkemåter – på vei mot et tolkningsfellesskap

Haug

Sørborg

Mork

et al. 2021

NorDiNa

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“…While some of these students will become scientists in the future, all of these students benefit from having the opportunity to become active global citizens. Aspiring global citizens need to develop skills related to problem-solving, decision-making, critical thinking, communication, and collaboration [5].…”

Section: The 2021 Covid-19 Engineering Design Challengementioning

confidence: 99%

Student Innovations Related to COVID-19: The International Engineering Design Challenge

2021

AJBSR

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“…To produce high-quality services, intrapersonal and interpersonal competences, such as effective communication, problem solving, critical thinking, and creativity, are significantly required [ 17 , 20 ]. In addition, knowledge explosion and rapid advancement of science and technology make work and life “uncertain” and “ever-changing” [ 18 ], which also requires high adaptability, flexibility, lifelong learning, as well as capacities to deal with challenges such as resilience and emotional competence [ 18 , 21 ]. Hence, it is important for higher education to find effective means to develop these intrapersonal and interpersonal qualities and to promote holistic development of university students.…”

Section: Introductionmentioning

confidence: 99%

“…It is manifested by adolescents’ active participation, commitment, and contribution to their community and society [ 39 ]. Scholars argued that adolescents’ development of the PYD indicators, such as the five “Cs” or developmental assets, would finally contribute to thriving [ 21 , 40 ].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Leadership Subject Using a Hybrid Teaching Mode during the Pandemic: Objective Outcome and Subjective Outcome Evaluation

Chai

Shek

2022

IJERPH

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Positive youth development (PYD) is an innovative approach to protect students from mental health problems and promote their positive and holistic development. Although there are many studies on the beneficial effects of PYD programs on youth in high school and community contexts, it is not clear whether subjects adopting PYD principles can promote positive development for university students. Moreover, it is unclear whether such subjects are effective under COVID-19, where subjects are commonly taught via the “hybrid” mode (i.e., face-to-face plus online teaching). The present study examined students’ changes in the PYD, wellbeing, and desired graduate attributes after they had taken a leadership subject utilizing PYD principles taught by the “hybrid” mode (N = 630). Adopting the one-group pre-test and post-test design (i.e., objective outcome evaluation), we found that students showed significant positive improvement in PYD indicators, wellbeing, as well as desired graduate attributes. Additionally, students had high satisfaction with the course design and teaching staff, and perceived many benefits from this subject based on the subjective outcome evaluation conducted at the end of the subject. Results also showed that students’ satisfaction with the curriculum significantly and positively predicted their positive change in PYD indicators, indicating the convergence of subjective outcome evaluation and objective outcome evaluation. The results highlight the positive impacts of the hybrid mode leadership subject with PYD principles in higher education.

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21st Century Skills

Cited by 62 publications

References 6 publications

Naturvitenskapelige praksiser og tenkemåter – på vei mot et tolkningsfellesskap

Naturvitenskapelige praksiser og tenkemåter – på vei mot et tolkningsfellesskap

Student Innovations Related to COVID-19: The International Engineering Design Challenge

The Effectiveness of a Leadership Subject Using a Hybrid Teaching Mode during the Pandemic: Objective Outcome and Subjective Outcome Evaluation

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