Learning 21st-Century Skills Requires 21st-Century Teaching

Saavedra, Anna Rosefsky; Opfer, V. Darleen

doi:10.1177/003172171209400203

Cited by 474 publications

(350 citation statements)

References 9 publications

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“…Teaching and learning processes have become more interactive, engaging and fun through technology-based instruction. With the integration of technology in the classroom, educators continue to create learning materials that are innovative, task-oriented as well as learner-centered (Saavedra & Opfer, 2012;Kim, Choi, Han & So, 2012;Tindowen, Bassig & Cagurangan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a "favorable" to "very highly favorable" attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain "learning Mathematics with technology".

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Section: Introductionmentioning

confidence: 99%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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“…This condition requires students to learn how to communicate, cooperate, and solve problems with people all over the world. Students need seven survival skills including: critical thinking and problem solving, leadership and cooperation, agility and adaptability, full of initiative and enterprener spirit, ability to communicate effectively both oral and written, easy access to information and information analysis, imagination and curiosity (Saavedra & Opfer, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

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Student's critical thinking and their learning result depend on learning design and student's activity. Most students use their spare time with playing game. Students are more challenged by the difficulty in playing game rather than facing the difficulty in understanding the lesson. This phenomenon is the basic reason of the researchers to develop a game that has the essence of the subject matter, namely Chemistry Board Game (CBG) or we can call it with Al Chemist Knight. This research aims to develop a suitable digital game based on android system. In this research media was used to improve the cognitive learning and critical thinking. It also has purpose to evaluate the response of learners in learning chemistry through alkane derived compound topic. The development of this game was adapted from the procedure of game development process in mobile 3D presentation. The collection of evaluation data model applied was pre test and post test in trial class. The result showed that in the pretest the learning result average was 34.35 with classical target of 5%. While the posttest learning result average was 80.51 with classical target of 85%. The n-gain factor was 0.703. Based on the result of the students questionnaire data analysis, 3.025 of students responded positively to the implementation of CBG. A CBG media makes an assessment of critical thinking, in which the indicator of critical thinking which are focusing on questions get 3,1 point, giving arguments get 2.95, asking and answering questions get 3.0, making decision get 3.05, and the average score of critical thinking indicator is 3.025 which belongs to good category. Based on the students' response questionnaire, we get the average score of 3.3 or 82.5% which is classified in good category.

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“…Ref. [5] found that using testing for secondary students" evaluation was not suited to 21st century teaching. How teachers relate to their students, motivate them and give them pathways to unlock their potential, is more important.…”

Section: Literature Reviewmentioning

confidence: 99%

MOOC‟s Barriers and Enables

Gulatee¹,

Nilsook²

2016

IJIET

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Abstract-MOOCs (massive open online course) become a very popular way of learning these days. People could access MOOCs from anywhere at any time with a fraction of the cost. In this study, we have examined both barriers and enables of MOOCs, our finding shows that despite the huge benefits of MOOCs, such as cost saving, access quality material from experienced instructor and flexible location and timing; it is still not a solution for all. The barriers such as information overload, lack of language support and the support from the instructor due to huge amount of participates has stopped many people join or finishes MOOCs courses.Index Terms-MOOCs, learning design, element of learning, MOOCs design.

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Learning 21st-Century Skills Requires 21st-Century Teaching

Cited by 474 publications

References 9 publications

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

MOOC‟s Barriers and Enables

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