scholarly journals A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels

2022 ◽  
Vol 18 (2) ◽  
pp. em2073
Author(s):  
Stanislaw Paul Maj
Keyword(s):  
Learning Outcomes ◽  
Learning Theory ◽  
21St Century ◽  
21St Century Learning ◽  
Stem Learning ◽  
Educational Levels

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2016 ◽  
pp. 104-122 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

scholarly journals Learning outcome of mathematics and science: Features of Indonesian madrasah students

2019 ◽  
Vol 23 (1) ◽  
pp. 95-105
Author(s):  
Kusaeri Kusaeri ◽  
Ali Ridho
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
Science Learning ◽  
Latent Profile Analysis ◽  
Science Curriculum ◽  
Developed Countries ◽  
Learning Outcome ◽  
21St Century Learning ◽  
Mathematics And Science

This study aims to analyze the learning outcome of mathematics and sciences in the Indonesian National Examination from 2015 to 2018 of MTs (Islamic secondary school). The results of the analysis are used as the basis for making alternative policy as a possible way to improve the quality of mathematics and science learning. With the sample size of 360, 371 MTs students in East Java, the achievement was measured by using 40 multiple choice questions with each having four answer options. Split-plot and latent profile analysis of the data show that there was a consistent decrease in the achievement of mathematics and sciences of the moderate group of MTs from 2015 to 2018 with a dramatic drop in mathematics and tendency to drop for science. The fundamental implication of these findings is that there is a need for learning innovations to improve mathematics and science learning outcomes for 21st century learning. The findings can also provide data support for decision making for the revision of the mathematics and science curriculum and can be further used as empirical evidence for the developed countries in finding ways to improve the quality of mathematics and science learning outcomes for 21st century learning, in particular, to assist the developing countries such as Indonesia.

Makerspaces as Learning Environments to Support Computational Thinking

2021 ◽  
pp. 176-200
Author(s):  
Amanda L. Strawhacker ◽  
Miki Z. Vizner
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Environments ◽  
21St Century ◽  
Cognitive Processes ◽  
Physical Environment ◽  
Computational Thinking ◽  
21St Century Learning ◽  
Specific Task ◽  
Technological Tools

Makerspaces are technology-rich learning environments that can uniquely support children's development. In education communities, makerspaces have become sites to take up explorations of personally-motived problem solving, and have been tied to 21st century learning outcomes of perseverance, creativity, persistence, and computational thinking. Elsewhere in this book, Bers described computational thinking as the set of skills and cognitive processes required to give instructions for a specific task in such a way that a computer could carry it out. But Bers also argued that the purpose of computational thinking is to cultivate a fluency with technological tools as a medium of expression, not an end in itself. Computational making is part of this expression. This chapter explores the ways in which tools, facilitation, and the physical environment can support children's engagement with powerful ideas of computational thinking through making.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2017 ◽  
pp. 1001-1021
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2016 ◽  
pp. 1893-1913
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2016 ◽  
pp. 1255-1274
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

scholarly journals E-Task-Based Learning Approach to Enhancing 21st-Century Learning Outcomes

2020 ◽  
Vol 13 (1) ◽  
pp. 551-566 ◽  
Author(s):  
Ali M. Al Kandari ◽  
◽  
Mousa M. Al Qattan ◽  
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Learning ◽  
Learning Approach
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