scholarly journals The Analysis of Critical Attainments Determined During Pandemic Process in Eighth Grade Curriculum According to 21st Century

2020 ◽  
Vol 10 (2) ◽  
pp. 339-358
Author(s):  
Funda Uysal ◽  
İmgehan Özkan Elgün
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Life Skills ◽  
Moral Knowledge ◽  
Literacy Skills ◽  
Religious Culture ◽  
Eighth Grade ◽  
Subject Areas ◽  
Teaching Learning ◽  
Media And Technology

The aim of this research is that to analyze the critical objectives determined by the Board of Education in the curriculum of the eighth grade basic courses that is mathematics, Turkish, English, science, Atatürk and Turkish revolution history course and religious culture and moral knowledge course which are conducted online in this pandemic process according to P21, 21 century skills. The study is designed in a documentary screening model. Totally 133 critical objectives were examined and P21 was the criterion to analyze the critical objectives according to 21st century skills. Frequencies were used to analyze the data. The distributions of frequencies for skills that are observed most in each course are similar. They are as English, Mathematics, Turkish, Science, Religious Culture and Moral Knowledge and Atatürk and Turkish Revolution History in order. Taken related critical objectives into consideration, it is seen that each of them is related to life skills, however the distribution of them is not the same in terms of subject areas/skills. In general, and in terms of course level mostly learning, and innovation skills are more related to critical objectives. For only Turkish course information, media and technology skills are more observed although it is very close to learning and innovation skills. Besides life and career skills both in general and in terms of course level are not taken place frequently. Moreover, these skills are not observed in Mathematics, Religious Culture and Moral Knowledge and Atatürk and Turkish Revolution History courses. Taken course and subject areas/skills into consideration mostly critical thinking and problem solving and information literacy skills are observed more. This study is based on the critical objectives of the related courses published by MEB limited at the eighth grade and the 21st century skills within the scope of P21. It can be repeated by considering different life skills and different grades. In addition, a similar study can be carried out in other elements of the curriculum. For example, activities that take place in the teaching-learning process can also be discussed.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

scholarly journals EFL Teachers’ Strategies in Implementing the 21st Century Skills Applied in 2013 Curriculum

2021 ◽  
Vol 13 (2) ◽  
pp. 227
Author(s):  
Danul Aristiawan ◽  
Herman Herman
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Research Approach ◽  
Group Discussions ◽  
Additional Material ◽  
Efl Teachers ◽  
Time Allotment

Curriculum is a guide that has a very crucial role in the learning process. As a guide that determines success in achievement in learning, it is necessary to make improvements in the preparation of the curriculum, therefore curriculum 13 is designed for learning in the 21st century. The aim of this research is to investigate the strategies of EFL teachers in applying the 21st century skills embedded in the 2013 curriculum. This research uses a qualitative research approach. Research data were obtained through in-depth interviews, document analysis, and observation. The data analysis in this research used descriptive qualitative. The findings of this study indicate that: 1) Four English teachers at SMAN 1 Pringgarata usedasking questions, group discussions, debates, role play, inquiry-based learning, project-based learning, and social media to teach, students acquire using these strategies learning skills, literacy skills, and life skills such as critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, social, and leadership skills in which these skills are embedded in 2013 curriculum 2) The problems faced by teachers were different characters of students, lack of student motivation, mastery of teaching strategies was low, crowded class, limited teaching time allotment, and lack of learning resources. 3) In overcoming this problem, the teacher offers several solutions to become an independent teacher in search of additional material, approaching students who have low motivation in class, have manuals to make the management class better, and use games in teaching to make learning fun.

scholarly journals The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills

2020 ◽  
Vol 12 (13) ◽  
pp. 5339 ◽  
Author(s):  
Marta Liesa-Orús ◽  
Cecilia Latorre-Cosculluela ◽  
Sandra Vázquez-Toledo ◽  
Verónica Sierra-Sánchez
Keyword(s):  
Higher Education ◽  
21St Century ◽  
21St Century Skills ◽  
Quantitative Research ◽  
University Professors ◽  
Teaching Role ◽  
Use Of Technology ◽  
Culture Teaching ◽  
Ict Tools ◽  
Teaching Learning

To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown.

Deeper Learning With Advances in Discourse Science and Technology

2015 ◽  
Vol 2 (1) ◽  
pp. 42-50 ◽  
Author(s):  
Arthur C. Graesser
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Science And Technology ◽  
Literacy Skills ◽  
Collaborative Problem Solving ◽  
Conversational Agents ◽  
Self Regulated Learning ◽  
Broad Array ◽  
Future Challenges ◽  
Technical Material

The need for improving learning at deeper levels has been recognized in the national and international arena because language literacy, numeracy, and other core skills will not go the distance in handling 21st-century tasks. The challenge is aggravated by major gaps in school curricula and professional development of instructors. There is inadequate training of strategies for comprehending technical material, generating inferences, metacognition, integrating information from multiple documents, detecting misinformation, self-regulated learning, communicating through different media, collaborative problem solving, and other 21st-century skills. Some of these gaps can be filled with advances in discourse science and technology. Discourse scientists have identified the mental representations and processing mechanisms associated with different discourse levels. These levels stretch beyond word decomposition, vocabulary, and syntax (called basic literacy skills) into the deeper realms of semantics, situation (mental) models, rhetorical structure, and pragmatics. Computer tools automatically scale discourse on many levels so that individuals can get immediate multilevel feedback on text complexity, essay quality, and answers to questions. Discourse scientists have also identified effective strategies for training students how to improve comprehension of difficult material and mastery of a broad array of 21st-century competencies. These strategies have been implemented in intelligent, adaptive computer technologies, including those with conversational agents that take on different roles (e.g., peers, tutors, mentors). Future challenges lie in creating a curriculum for 21st-century skills that embrace discourse science and in scaling up discourse technologies that facilitate deeper learning.

scholarly journals Literasi informasi dalam konteks 21st century skills pada siswa sekolah menengah atas (SMA) di Kabupaten Banyumas

2019 ◽  
Vol 2 ◽  
Author(s):  
Rita Riyanti ◽  
Listika Yusi Risnani
Keyword(s):  
21St Century ◽  
Random Sampling ◽  
21St Century Skills ◽  
Technology Skills ◽  
Stratified Random Sampling ◽  
Information Media ◽  
Media And Technology

Pembelajaran abad 21 menuntut peserta didik untuk memiliki tiga keterampilan pokok salah satunya adalah information media and technology skills. Keterampilan information media and technology skills terdiri dari tiga aspek utama salah satunya literasi informasi. Literasi informasi diartikan sebagai kemelekan terhadap informasi. Penelitian ini bertujuan untuk mengukur literasi informasi yang dikuasai oleh siswa SMA di Kabupaten Banyumas. Penelitian ini menggunakan metode survei yaitu survei sampel. Penelitian dilaksanakan mulai bulan Februari - Juli 2019. Teknik pengambilan sampel menggunakan Stratified random sampling dengan jumlah sampel siswa sebanyak 392 yang terdiri dari 315 siswa SMA Negeri dan 77 siswa SMA Swasta. Tempat pengambilan sampel di SMAS Muhammadiyah 1 Purwokerto, SMAS Bruderan Purwokerto, SMAS Ma’arif NU 1 Sokaraja, SMA N 1 Ajibarang dan SMA N 4 Purwokerto. Teknik pengumpulan data yang digunakan adalah tes, angket dan lembar wawancara. Analisis data yang dilakukan yaitu analisis deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukan bahwa pengukuran literasi informasi memperoleh nilai rata- rata sebesar 67,3 (baik) pada hasil tes dan skor rata- rata sebesar 3,75 (baik) pada hasil angket. Adapun rinciannya yaitu kemampuan mengakses informasi dengan nilai rata- rata 67,7 (baik) pada hasil tes dan  skor rata- rata 3,80 (baik) pada hasil angket, kemampuan mengevaluasi informasi dengan nilai rata- rata nilai 65,7 (cukup) pada hasil tes dan skor rata- rata 3,63 (baik) pada hasil angket, kemampuan menggunakan informasi dengan nilai rata- rata 72,3 (baik) pada hasil tes dan skor rata- rata 3,71 (baik) pada hasil angket, kemampuan mengelola informasi dengan nilai rata- rata 61,8 (cukup) pada hasil tes dan skor rata- rata 3,58 (baik) pada hasil angket dan kemampuan pemahaman etika informasi dengan nilai rata- rata 70,1 (baik) pada hasil tes dan skor rata- rata 4,03 (baik) pada hasil angket. Hasil wawancara menunjukan bahwa siswa memiliki penguasaan literasi informasi yang baik dengan kisaran 58-83%. Kesimpulan penelitian ini menunjukan bahwa literasi informasi siswa SMA di Kabupaten Banyumas dalam kategori cukup hingga baik.

scholarly journals Mengembangkan Kemampuan Metakognisi Siswa Melalui Pembelajaran Matematika

2020 ◽  
Vol 10 (2) ◽  
pp. 1129-1137
Author(s):  
Ririn Aprianita
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Institution ◽  
Mathematics Learning ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Problem Solvers ◽  
Media And Technology ◽  
Career Skills

As part of an educational institution, teachers have the responsibility and important role to equip students with a variety of skills. Younger generation is now faced with the need for 21st century skills, commonly referred to as 21st century skills. These skills include learning and innovation skills, information, media, and technology skills, as well as life and career skills. Demands and challenges for students are no longer merely identifying the subject matter, but also having the ability to solve various problems related to the knowledge. One of the capabilities relevant to these needs is the ability of metacognition, namely the ability to: 1) plan problem solving strategies, 2) monitor the problem solving process, and 3) evaluate the results of problem solving. There are various reasons why this important metacognition ability is developed in students. By having good metacognition skills, students will be trained to be good problem solvers. This is because the ability of metacognition encourages students to be able to determine what strategies are appropriate and not in accordance with the problems faced. This ability also encourages students to conduct evaluations and improvements based on the results obtained. Considering the importance of metacognition abilities, each learning process is expected to be able to facilitate the development of these abilities, including mathematics learning. This paper tries to explain what is meant by metacognition abilities, what is important for students, and how the teacher's role in developing these abilities through learning mathematics.

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