scholarly journals Digital Video Festivals and Mathematics: Changes in the Classroom of the 21st Century

2021 ◽  
Vol 31 (3) ◽  
pp. 257-275
Author(s):  
Nilton Silveira Domingues ◽  
Marcelo C. Borba
Keyword(s):  
21St Century ◽  
Digital Video ◽  
And Mathematics

scholarly journals What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

2021 ◽  
Vol 7 (1) ◽  
pp. 92
Author(s):  
Gülcan Mıhladız Turhan ◽  
Işıl Açık Demirci
Keyword(s):  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Phenomenological Study ◽  
Service Science ◽  
21St Century Skill ◽  
And Mathematics ◽  
Knowledge Usage ◽  
Science And Mathematics Teachers

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

Video Democracies

2016 ◽  
Author(s):  
Blake Atwood
Keyword(s):  
21St Century ◽  
Digital Video ◽  
Cultural Value ◽  
Technological Changes ◽  
Video Technology ◽  
The World ◽  
Widespread Acceptance ◽  
History Of

This chapter speaks to the ways in which reform cinema was wrapped up in the technological changes during Khatami’s presidency. In particular, video technology, which was banned in Iran between 1982 and 1993, gained widespread acceptance during Khatami’s presidency. Meanwhile, the proliferation of digital video at the beginning of the 21st century was changing what it meant to make and watch movies around the world. Abbas Kiarostami’s Taste of Cherry (1997) and Ten (2002) and Bahman Farmanara’s The Smell of Camphor, the Scent of Jasmine (2001) speak to this changing technology, and they play with video in order to show how this technology was democratizing filmmaking in Iran. This chapter contextualizes Kiarostami’s and Farmanara’s films by suggesting a history of video technology in Iran, one which demonstrates that the changing cultural value of video developed in tandem with Khatami’s discourse of reform.

Nanotechnology Applications in Biomedical Engineering

2015 ◽  
pp. 50-63
Author(s):  
Cajetan M. Akujuobi
Keyword(s):  
Dental Implants ◽  
21St Century ◽  
Biomedical Engineering ◽  
Well Being ◽  
Orthopedic Implants ◽  
Vascular Stents ◽  
Safety Aspects ◽  
Drug Eluting ◽  
And Mathematics ◽  
The Impact

The 21st century has seen a massive explosion in the applications of nanotechnology. These applications cover all areas of Science, Technology, Engineering, and Mathematics (STEM). The advantage of nanotechnology comes from the fact that it has revolutionized the miniaturizations of many products that are useful to the well-being of society. A typical nanotechnology application example in biomedical engineering is its usage as drug eluting interfaces for implantable devices, such as vascular stents, orthopedic implants, and dental implants. The purpose of this chapter is to discuss the various applications of nanotechnology to biomedical engineering. Some of the future nanotechnology applications in biomedical engineering include healthcare/medical, consumer medical goods, environmental, and electronics. The impact of nanotechnology applications to biomedical engineering is in many ways enabling humans to survive different ailments that otherwise could have been very difficult to manage. The safety aspects in the applications of nanotechnology to biomedical engineering are also examined.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

Nanotechnology Applications in Biomedical Engineering

Oncology ◽  
2017 ◽  
pp. 352-365 ◽  
Author(s):  
Cajetan M. Akujuobi
Keyword(s):  
Dental Implants ◽  
21St Century ◽  
Biomedical Engineering ◽  
Well Being ◽  
Orthopedic Implants ◽  
Vascular Stents ◽  
Safety Aspects ◽  
Drug Eluting ◽  
And Mathematics ◽  
The Impact

The 21st century has seen a massive explosion in the applications of nanotechnology. These applications cover all areas of Science, Technology, Engineering, and Mathematics (STEM). The advantage of nanotechnology comes from the fact that it has revolutionized the miniaturizations of many products that are useful to the well-being of society. A typical nanotechnology application example in biomedical engineering is its usage as drug eluting interfaces for implantable devices, such as vascular stents, orthopedic implants, and dental implants. The purpose of this chapter is to discuss the various applications of nanotechnology to biomedical engineering. Some of the future nanotechnology applications in biomedical engineering include healthcare/medical, consumer medical goods, environmental, and electronics. The impact of nanotechnology applications to biomedical engineering is in many ways enabling humans to survive different ailments that otherwise could have been very difficult to manage. The safety aspects in the applications of nanotechnology to biomedical engineering are also examined.

scholarly journals Teacher candidates attitudes towards the stem and sub-dimensions of stem

2019 ◽  
Vol 14 (2) ◽  
pp. 322-344
Author(s):  
Ezgi Pelin Yıldız ◽  
Ayşe Alkan ◽  
Metin Cengel
Keyword(s):  
21St Century ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Study Group ◽  
Science Technology ◽  
And Mathematics ◽  
Faculty Of Education ◽  
The Relationship ◽  
Academic Year ◽  
One Way Anova

The developments in science and technology have led to changes in the expectations of countries from the future and the individuals. In the 21st century, focusing on innovative approaches in the education system has become compulsory to raise individuals who question, find rapid and effective solutions to problems and who could think scientifically. One of these approaches is Science, Technology, Engineering and Mathematics (STEM) training. The aim of this study is to evaluate the relationship between STEM and STEM sub-dimensions. The study group consists of 204 teacher candidates from different departments of the Faculty of Education of Sakarya University during the academic year 2018/2019. To collect data, the attitude scale for STEM and the sub-dimensions of STEM were used in the study. One-way ANOVA was used in this correlation for parametric tests. According to the results of the study, there is a positive and significant relationship between STEM and all STEM sub-dimensions based on the data collected from teacher candidates. Keywords: STEM, sub-dimensions, teacher candidates.  

scholarly journals Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context

2021 ◽  
Vol 8 (1) ◽  
pp. 96-107
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna ◽  
Abdul Muin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Instrument ◽  
First Century ◽  
Prototype Development ◽  
Competence Evaluation ◽  
Study Results ◽  
Paper And Pencil ◽  
And Mathematics ◽  
Competency Assessments

AbstractThe development of competency assessments that measure 21st century competencies is critical for improving the quality of education. The purpose of this research is to describe a framework and prototype for assessing Math and Science or Math-Sci competency skills in the twenty-first century. The method of development research employed in this study is based on the Akker framework, which entails preliminary research, prototyping, design, and development in a paper and pencil test format. The equipment of the investigation included observation sheets, questionnaires, and tests. This study results in a conceptual framework for the instrument and a verified prototype of the Math-Sci competence evaluation. The Math-Sci competence evaluation is conceptualized around thematic, interdisciplinary questions that integrate three (three) subjects, namely Science (Biology-Physics) and Mathematics, in an Islamic context. Math-Sci, using the ladder analogy (monodisciplinary, interdisciplinary 1, and interdisciplinary 2) to rank students' competency, relates to the thought process of Bloom's taxonomy, the context, and the complexity of the topic. The instrument created was deemed valid and practicable based on the results of expert validation. The development of the Math-Sci competence assessment instrument was the first step toward strengthening assessment for learning and assisting in the improvement of learning through the presentation of integrated contextual problems. AbstrakPengembangan asesmen kompetensi yang membekalkan kecakapan abad 21 sangat urgent untuk memperbaiki proses pembelajaran di sekolah. Tulisan ini bertujuan mendeskripsikan framework dan prototype asesmen kompetensi Math-Sci untuk mengukur keterampilan abad 21. Metode penelitian pengembangan yang digunakan dalam penelitian ini mengacu pada framework Akker yang meliputi penelitian pendahuluan, prototipe yang meliputi desain, dan pengembangan dalam format paper and pencil test. Instrumen penelitian berupa lembar observasi, angket, dan tes. Hasil penelitian diperoleh kerangka konseptual instrumen dan prototipe asesmen kompetensi Math-Sci yang telah divalidasi melalui expert judgment. Kerangka konseptual asesmen kompetensi Math-Sci berupa soal-soal tematik, interdisipliner yang memadukan 3 (tiga) disiplin ilmu yakni IPA (Biologi-Fisika) dan Matematika pada konteks keIslaman. Math-Sci dengan analogi titian anak tangga (monodisiplin, interdisiplin 1, dan  interdisiplin 2) yang mengukur kompetensi peserta didik secara hierarki mengacu pada proses berpikir taksonomi Bloom, konteks dan kompleksitas masalah. Hasil validasi pakar diperoleh instrumen soal yang dikembangkan valid dan layak. Pengembangan instrumen asesmen kompetensi Math-Sci merupakan langkah awal upaya menguatkan asesmen for learning, membantu memperbaiki pembelajaran, bersifat inovatif dengan menghadirkan permasalahan kontekstual integratif.  How to Cite: Zulfiani, Suwarna, I.P., Suwarna, Muin, A. (2021). Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context. TARBIYA: Journal of Education in Muslim Society, 8(1), 96-107. doi:10.15408/tjems.v8i1.22120.

Sign in / Sign up

Export Citation Format

Share Document