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.

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.

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.

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.

scholarly journals Meta-Analysis: The Influence of Teaching Material to Improve 21st Century Skills in Physics Lessons

2021 ◽  
Vol 9 (3) ◽  
pp. 360
Author(s):  
Vivi Mardian ◽  
Asrizal Asrizal
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
21St Century ◽  
Effect Size ◽  
21St Century Skills ◽  
Student Learning Outcomes ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Learning Materials ◽  
Level Of Education

The rapid progress of science and technology is marked by easy access to education quickly. Skills that are needed today are often called 21st-century skills. 21st-century skills have become a necessity for students to continue their careers in the future. Physics is one of the lessons that are very close to nature. This research aims to show the influence of the use of physics teaching materials on the 21st-century skills of students is seen from the level of education, learning materials, and student learning outcomes. This research is a literature study of 16 articles on the description of Effect Size in educational studies. Overall, the effect size of the use of teaching materials on physics learning is 3.7. Based on the data analysis, it can be concluded that there is a strong influence in the use of physics teaching materials on the 21st-century skills of students seen from the level of education, learning materials, and student learning outcomes.

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