21st Century Skills: Prepare Students for the Future

Larson, Lotta; Miller, Teresa Northern

doi:10.1080/00228958.2011.10516575

Cited by 302 publications

(218 citation statements)

References 1 publication

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“…National Education Association (2012) states that besides having strong content mastery, every student has to own "Four Cs Skills" which also has known as the 21 st century skills including critical thinking, communication, collaboration, and creativity. In addition, Larson & Miller (2012) claims that students need to hold the 21 st century skills to enter today's workforce. Therefore, classroom context is required to provide activities that can develop the students' 21 st century skills in order to make them able to implement the skills in their daily life so that they will be ready to face the global challenges.…”

Section: Introductionmentioning

confidence: 99%

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

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The significance of critical thinking as one of the 21 st century skills makes the Indonesian Ministry of Education and Culture integrate Higher Order Thinking Skill (HOTS) in the latest national curriculum. It requires teachers, as the curriculum implementers, facilitate students to be critical thinkers through the teaching and learning activities. Besides, the teachers need to have competence in developing HOTS -based questions in order to assess the students' HOTS. However, teachers' ability in this field is still disappointing. The aim of this study was to investigate the challenges faced by Indonesia English as Foreign Language (EFL) teachers in developing HOTSbased questions. The study employed qualitative method and made use of questionnaire to collect the data. The research participants were EFL teachers of secondary school level in some different regions in Indonesia. The findings showed that, despite the importance of HOTS, some factors were claimed as challenges for the teachers in developing HOTSbased questions, among others was the teachers' varied-perceptions towards HOTS. The challenges were classified into three aspects, namely teachers' aspect, teaching and learning aspects, and students' aspect. Hence, the conclusion was drawn to improve educational practice and as insights for educational stakeholders and policy makers.

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Section: Introductionmentioning

confidence: 99%

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

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“…21세기 사회에서 매우 중요하게 요구 되는 능력들 중 하나는 기존의 정적 지식을 그대로 받아들이는 것이 아니라, 정보를 이용하여 새롭고 유용한 것을 창출해내는 능력이다 (Larson & Miller, 2011). 그러한 인재를 육성하기 위해 우리의 교육에 도 변화가 시급하다.…”

Section: 서 론unclassified

Effects of a Brain-Based Evolutionary Approach Using Rapid-cycling Brassica rapa on Elementary School Students' Interests in Life Cycle of Plants

Kim¹,

Lim²,

Kim³

et al. 2016

Journal of Korean Elementary Science Education

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The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.

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“…Future-ready workers are those who are savvy in exploiting the appropriate technologies for productive work (Larson & Miller, 2011). The proliferation of ICT makes it imperative that twenty-first century learning includes technology-integrated learning (Koh et al, 2016).…”

Section: Dimensions Of Twenty-first Century Learningmentioning

confidence: 99%

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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A secondary school in Singapore incorporated twenty-first century learning into their science curriculum through an inquiry-based Integrated Science module. This study examines Secondary 2 students' perceptions of twenty-first century learning through this module. Through pre-and post-study surveys of 227 students and focus group interviews with nine students, it was found that the Integrated Science module deepened students' confidence with self-directed learning and authentic problem-solving whereas students' confidence with critical thinking positively predicted students' end-of-year results. Through this module, students acquired skills related to time management, information analysis, the use of information communications technologies and presentation that they transferred to the learning of their other academic subjects. The implications for designing twenty-first century learning experiences in schools are discussed. ARTICLE HISTORY

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21st Century Skills: Prepare Students for the Future

Cited by 302 publications

References 1 publication

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Effects of a Brain-Based Evolutionary Approach Using Rapid-cycling Brassica rapa on Elementary School Students' Interests in Life Cycle of Plants

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

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