scholarly journals 21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM

2021 ◽  
pp. 202-206
Author(s):  
M. TIMENKO
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Knowledge Transfer ◽  
21St Century ◽  
Self Regulation ◽  
Economic Literacy ◽  
Innovative Schools ◽  
It Skills

The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation. It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.

К ВОПРОСУ О ПОНЯТИИ ЦИФРОВОЙ ГРАМОТНОСТИ

2020 ◽  
Author(s):  
Olga Eltsova ◽  
Marina Emelyanova
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
Modern Society ◽  
Main Components

В настоящей статье автором рассматривается вопрос о цифровой грамотности. Изучаются роль цифровой грамотности в современном обществе, история возникновения понятия. Приводятся ведущие определения и подходы к структуре понятия «цифровая грамотность». Рассмотрены основные компоненты цифровой грамотности, определена необходимость формирования цифровой грамотности на всех уровнях образования. Сделан вывод о том, что цифровая грамотность - важнейший навык, необходимый для успеха в XXI веке, наравне с умениями критически мыслить, вести коммуникацию, сотрудничать, решать проблемы.This article addresses the issue of digital literacy; considers the role of digital literacy in modern society, the origin of the concept; provides the key definitions and approaches to the structure of digital literacy. The article also considers the main components of digital literacy, determines the need to develop digital literacy at all the levels of education; concludes that digital literacy is the most important skill for being successful in the 21st century along with the ability of critical thinking, communication, cooperation and problem solving.

scholarly journals Students’ Critical Thinking Skills in Innovating Problem Solving in the Physics Entrepreneurship Course

2021 ◽  
Vol 9 (1) ◽  
pp. 39
Author(s):  
Gunarjo S Budi ◽  
Fenno Farcis
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Physics Education ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Career Skills ◽  
The City

The 21st century physics educators are expected to have 21st century skills, one of which is having life and career skills. One of the life skills assets is professional entrepreneurship. This study aimed to 1) determine the profile of students' critical thinking skills in innovating problem-solving during physics entrepreneurship course and 2) determine students’ responses about critical thinking skills in innovating problem solving.  This research conducted using preliminary research methods with data collection techniques in the form of description test instrument that filled out by students, and student questionnaires instrument. The data obtained were analyzed descriptively qualitatively.  The study was conducted on 30 students of department of physics education at a university in the city of Palangkaraya.  The results showed that all aspects of critical thinking skills (Facione's version) that were measured, namely the ability to interpret, analyze, evaluate, inference, explain, and self-regulation were on average in the low category (56.9%).   Students gave agreed (A) to very agreed (VA) responses to the implementation of learning that applied critical thinking skills in innovating to solve problems. These results can be concluded that the students have very limited critical thinking skills in solving entrepreneurial problems, so that efforts are needed to improve students' critical thinking skills in solving entrepreneurial problems, one of which is by developing a learning model that can be applied to physics entrepreneurship course which hopefully can improve critical thinking skills of physics education students.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Diversity Training in Organizations

2014 ◽  
pp. 1151-1165
Author(s):  
David McGuire ◽  
Nicola Patterson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Culturally Diverse ◽  
Diversity Training ◽  
Individual Identity ◽  
Multicultural Teams ◽  
Line Managers ◽  
Hierarchical Levels ◽  
Valuing Diversity

Diversity training is an area of growing interest within organizations. As organizations and society become more culturally diverse, there is a need to provide training across all hierarchical levels to make individuals more aware of and sensitized to elements of difference. Managing and valuing diversity is becoming increasingly important to delivering higher levels of performance and creativity, enhancing problem solving and decision-making, and gaining cultural insights into domestic and overseas markets. As facilitators of diversity training, line managers are increasingly tasked with the important role of equipping employees with the skills and competencies to work effectively in diverse multicultural teams. Consequently, this chapter looks at the mechanics of how diversity is discussed and delivered in organizations. It explores the necessity of diversity training in safeguarding and respecting individual identity and in fostering more welcoming inclusive workplaces.

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

Neural Mechanisms of the Testosterone–Aggression Relation: The Role of Orbitofrontal Cortex

2010 ◽  
Vol 22 (10) ◽  
pp. 2357-2368 ◽  
Author(s):  
Pranjal H. Mehta ◽  
Jennifer Beer
Keyword(s):  
Decision Making ◽  
Aggressive Behavior ◽  
Orbitofrontal Cortex ◽  
Impulse Control ◽  
Ultimatum Game ◽  
Self Regulation ◽  
Neural Circuitry ◽  
Neural Mechanisms ◽  
Reduced Activity

Testosterone plays a role in aggressive behavior, but the mechanisms remain unclear. The present study tested the hypothesis that testosterone influences aggression through the OFC, a region implicated in self-regulation and impulse control. In a decision-making paradigm in which people chose between aggression and monetary reward (the ultimatum game), testosterone was associated with increased aggression following social provocation (rejecting unfair offers). The effect of testosterone on aggression was explained by reduced activity in the medial OFC. The findings suggest that testosterone increases the propensity toward aggression because of reduced activation of the neural circuitry of impulse control and self-regulation.

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