Children’s Experiences on Learning the 21st-Century Skills With Digital Games

2019 ◽  
Vol 15 (6) ◽  
pp. 685-706 ◽  
Author(s):  
Juho Kahila ◽  
Teemu Valtonen ◽  
Matti Tedre ◽  
Kati Mäkitalo ◽  
Olli Saarikoski
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Digital Games ◽  
School Sports ◽  
Adult Participants ◽  
Core Subjects ◽  
Physical Abilities

Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children’s essays, which were analyzed using qualitative content analysis. Results reveal that children’s learning experiences are often related to 21st-century core subjects and skills, but they also reported improved physical abilities and sports competences from digital games. Children felt that the skills they had gained were beneficial in the contexts of school, sports, and friendships. The results contribute to our understanding of digital games and children by providing children’s perspective on digital games and learning.

Native and foreign approaches to teaching coding at school

2021 ◽  
pp. 20-26
Author(s):  
K. N. Kostitsin ◽  
P. K. Chernova
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Approaches To Teaching ◽  
Foreign Experience ◽  
Extracurricular Programs ◽  
Elective Courses ◽  
Training Courses

The article describes the experience of teaching coding in the curricula of schools in Ireland and the province of Ontario (Canada). The province of Ontario is a successful participant in the International Computer and Informational Literacy Study (ICILS); Ireland attaches particular importance to the possibility of developing 21st century skills in coding. The goals, objectives, structure of the content of the corresponding training courses and the planned learning outcomes are presented. The Canadian, Irish and Russian approaches to teaching coding at school are compared according to the following criteria: compulsory mastery, thematic blocks, software, subject results, skills of the XXI century, course duration. The advantages of the Russian informatics course and the possibility of using foreign experience in the construction of elective courses and/or extracurricular programs are described.

scholarly journals 21ST CENTURY SKILLS IN THE CONTEXT OF LIFE QUALITY

2020 ◽  
Vol 5 ◽  
pp. 322
Author(s):  
Inga Zeide ◽  
Indra Odiņa
Keyword(s):  
Quality Of Life ◽  
European Union ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Life Quality ◽  
The European Union ◽  
Policy Documents ◽  
The Relationship

The article addresses comparative qualitative content analysis as a part of the grounded theory research to explore the relationship between English language proficiency of economically active adults and their quality of life. Using comparative qualitative content analysis of the policy documents in respect of lifelong learning as main data collection method, the authors of the article aim to identify the relationship between the 21st century skills and indicators of life quality by comparing the sources that define the 21st century skills and analysing them in the context of the “8+1” dimensions of life quality offered by the European Union. The following research questions have been proposed: how 21st century skills are defined in the policy documents and how they relate to the quality of human life. The analysis of European Parliament, Council of the European Union, Word Economic Forum and Eurostat policies, models, strategies and their implementation in respect of lifelong learning reveals existing gaps and points at the urgent need in profiling the development of human skills to enhance human well-being and life quality in Europe. Besides, developing new skills and improving existing ones can be a tool for improving the quality of life in the future, whereas the dimensions of life quality can serve as a prerequisite for skills development.  

scholarly journals Equipment Use in Biology Teaching

2020 ◽  
Vol 6 (1) ◽  
pp. 357
Author(s):  
Hamiyet Sayan ◽  
Hatice Mertoğlu
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
21St Century ◽  
Classroom Environment ◽  
21St Century Skills ◽  
Developing World ◽  
Teaching Materials ◽  
Biology Teachers ◽  
Daily Lives ◽  
Biology Teaching

This paper discusses the use of educational equipment and materials can be used by biology teachers. Science Education has an important role in raising individuals who can adapt to developing world with the 21st century skills. Within the scope of science education, biology covers information that individuals can make use of in their daily lives. This makes Biology teaching even more important. Teachers assume great responsibilities in the realization of an effective biology teaching. One of these responsibilities is the use of equipment and materials in teaching because the use of equipment in teaching helps with learning the information in an effective, permanent and meaningful way. It is also creating an active and fun classroom environment. Biology teachers should choose suitable equipment for the course, subject, students’ level, setting and objectives. They should also be able to develop teaching materials in line with learning outcomes. In addition, the teacher should provide the students with the necessary information about the teaching materials. This paper aims to remind teachers how important using these equipment for teaching and demonstrate that equipment and materials are indispensable facilitators for an efficient and effective Biology teaching. It may help teachers by providing guidance on this issue.

scholarly journals Orkestra Tong Sampah Pembelajaran: Hubungan Simbiotik Fungsional antara Ajaran Islam dengan Kegiatan Pembelajaran

2019 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Anwar Sholihin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Role Model ◽  
Learning Activities ◽  
Islamic Education ◽  
Educational Support ◽  
Leadership And Management ◽  
Core Subjects ◽  
Work And Life

To be "educated" today requires mastery of core subjects, 21st century themes, and 21st century skills. To help students achieve skills in 21st century skills, teachers and administrators need an educational support system that strengthens their teaching capacity, leadership and management and both students and educators need a conducive learning environment for satisfying results. In implementing the teaching and learning of Islamic education, Islamic education teachers are seen in the community as the best example or role model that forms people who are moral and pious. This study aims to identify and explain the functional symbiotic relationship between Islamic teachings and learning activities. The conclusions of this paper are the elements described in this section as "21st century student results" (represented by pelangi) are the skills, knowledge, and skills students must master to succeed in work and life in the 21st century. While in Islam the Prophet Muhammad is a person who teaches: 1) by example and example with the principle of "Talkless, Do More", 2) a person who constantly learns. 3) teaching with stories to learn from, 4) teaching with dialogue, practicing thinking and analyzing, 5) teaching with portrayals. If one does not run, the orchestra of the learning trash can is running

AN EVALUATION OF MATHEMATICS SECONDARY SCHOOL CURRICULA FROM THE PERSPECTIVE OF 21ST CENTURY SKILLS

2021 ◽  
Vol 6 (16) ◽  
pp. 145-166
Author(s):  
Sare ŞENGÜL ◽  
Mehmet ERÇOBAN ◽  
Leyla ÖZTÜRK ZORA
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Descriptive Analysis ◽  
Analysis Technique ◽  
Assessment Approach ◽  
Research Findings ◽  
Basic Approaches ◽  
Media And Technology

The purpose of this study is to comparatively examine 2013, 2017 and 2018 secondary school mathematics curricula in terms of 21st century skills. 2013-2017-2018 mathematics course curricula were examined in terms of general features and basic approaches, goals, achievements, learning areas and themes, learning-teaching processes, assessment phase. Document analysis method which is one of the qualitative research designs was used in this study. The data of the study were analyzed with the descriptive analysis technique. The results of the study show that 21st century skills are more explicit, especially in the basis approaches and general features of the 2017 and 2018 program. It has been determined that productivity and accountability skills are not included in the achievements of the curricula, and information, media and technology skills are not included in the measurement and assessment approach. In addition, when the learning outcomes are evaluated in terms of 21st century skills, it has been determined that most of the learning outcomes include indirect explanations for skills and more than one skill at the same time. Also, no explanation for 21st century skills were found in learning domains and themes in any of the curricula examined. With regard to research findings, suggestions were offered for future studies.

Chemistry Learning Through Designing Digital Games

2018 ◽  
pp. 3248-3259 ◽  
Author(s):  
Kamisah Osman ◽  
Ah-Nam Lay
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Conceptual Framework ◽  
21St Century ◽  
Scientific Literacy ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Games ◽  
Knowledge Innovation ◽  
Chemistry Learning

Students in the 21st century need to become proficient in both chemistry and the 21st century skills. Chemistry is often called the central science Indeed the knowledge of chemistry is the foundation for innovation, scientific literacy and most notably problem solving in connection with sustainable development. Apart from knowledge, innovation and problem solving in the 21st century requires a new range of skills known as 21st century skills. Unfortunately, chemistry is usually considered difficult. Moreover, there are fewer studies that focus simultaneously on enhancing conceptual understanding and developing the 21st century skills. Therefore, we initiated an innovation by designing a new module, known as MyKimDG, to support the acquisition of concepts and provide opportunities for them to apply the 21st century skills. The purpose of this article is to present conceptual framework of MyKimDG and demonstrate a brief lesson in MyKimDG to the teaching and learning of a specific chemistry unit.

scholarly journals Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

10.28945/4405 ◽  
2019 ◽  
Vol 18 ◽  
pp. 061-085
Author(s):  
Noga Magen- Nagar ◽  
Hanna Shachar ◽  
Osnat Argaman
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Games ◽  
Environment Impact ◽  
Teachers And Students ◽  
Computer Environment ◽  
Teaching Learning ◽  
The Impact

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

scholarly journals Exploring ESL learners’ blended learning experiences and its’ effectiveness through web-based technologies

2021 ◽  
Vol 10 (4) ◽  
pp. 1436
Author(s):  
Sangeeth Ramalingam ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Strategy ◽  
Learning Experience ◽  
Learning Experiences ◽  
Phone Call ◽  
Tertiary Institution ◽  
Web Based ◽  
Esl Learners

The inability to gain employment among the Malaysian graduates became a critical issue due to lack of 21st century skills. Higher learning institutions are urged to play their significant roles in producing graduates who have subject knowledge and relevant 21st century skills. There are many teaching strategies which are currently in practice at tertiary institutions, however more efficient approach is needed to produce well-balanced graduates. This present research proposed a promising approach which is blended learning with web-based technologies to improve students’ 21st century skills. Current literature indicated blended learning has not been sufficiently explored in English as Second Language (ESL) context. Thus, this study aimed to explore ESL learners’ blended learning experiences using innovative web-based technologies and to examine the effectiveness of the blended learning strategy in improving the learners’ 21st-century skills. Qualitative data were collected through phone call interviews with the participants and analyzed through thematic analysis. Working with a sample of bachelor degree students at a tertiary institution revealed the participants’ blended learning experience exceptionally improved their 21st-century skills in various ways. The result of this study contributes to the pedagogical aspects of ESL teaching and learning and the improvement of 21st century skills among the students.

Sign in / Sign up

Export Citation Format

Share Document