An Introduction | ScienceGate

2019 ◽

pp. 1-14

Author(s):

Verna Knight ◽

Sandra P.A. Robinson

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

21St Century ◽

Teacher Educators ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Global Context ◽

Effective Delivery ◽

Empowering Teachers ◽

Education Today

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.

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Critical Thinking in Teacher Education

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7823-9.ch001 ◽

2019 ◽

pp. 1-18

Author(s):

Katie Peterson-Hernandez ◽

Steven S. Fletcher

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Critical Thinking ◽

Teacher Education Program ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Preparation Programs ◽

Methods Course ◽

Preparation Programs ◽

Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

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Essential Skills for the 21st Century Workforce

Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6331-0.ch009 ◽

2019 ◽

pp. 134-147

Author(s):

Maureen N. Short ◽

Yolanda Keller-Bell

Keyword(s):

Critical Thinking ◽

Labor Markets ◽

Technological Innovation ◽

21St Century ◽

Thinking Skills ◽

Critical Thinking Skills ◽

First Century ◽

Knowledge And Skills ◽

New Knowledge ◽

Workforce Skills

This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.

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Optimizing K-14 Instruction to Infuse 21st Century Skills

MRS Proceedings ◽

10.1557/opl.2013.776 ◽

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.

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The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

AL-ATHFAL JURNAL PENDIDIKAN ANAK ◽

10.14421/al-athfal.2021.71-04 ◽

2021 ◽

Vol 7 (1) ◽

pp. 39-52

Author(s):

Erni Munastiwi

Keyword(s):

Critical Thinking ◽

Communication Skills ◽

21St Century ◽

Creative Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Collaboration Skills ◽

Collecting Techniques ◽

The Difference ◽

Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

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RESEARCH NOTEBOOKS Developing Students' Critical Thinking Skills in KAETSU ARIAKE Junior & Senior High School library

IASL Annual Conference Proceedings ◽

10.29173/iasl7225 ◽

2016 ◽

Author(s):

Shoko Sanada ◽

Hideo Yamada ◽

Aiko So ◽

Terumi Kuwata

Keyword(s):

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

School Library ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Program ◽

9Th Grade ◽

Revised Bloom's Taxonomy ◽

Library Skills

We, Kaetsu Ariake, regard 21st century skills as one of the most important factors for our students to acquire. Especially, critical thinking (CT) and its skills are indispensable. Thus, we offer special classes for the 7th, 8th, and 9th grade students to become better thinkers. Teachers from a variety of subjects teach the classes, which are held in our school library with the help of its librarian. The librarian teaches the students library skills, supports the teachers, and edits the Research Notebooks. The Research Notebooks are the key to managing the three-year course. We refer to the six-step learning program and Revised Bloom’s Taxonomy in order to develop the Research Notebooks. Using the Notebooks, the students can develop good insights and skills to do research. By making use of the library, getting the help of the librarian, and using the Research Notebooks, we promote 21st century skills throughout our school.

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Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v6i2.11845 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Didimus Tanah Boleng ◽

Elsje Theodora Maasawet ◽

Krishna Purnawan Candra

Keyword(s):

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

Significant Interaction ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Main Effect ◽

Scientific Approach ◽

Quasi Experimental

In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.

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Development of Local Wisdom Digital Books to Improve Critical Thinking Skills through Problem Based Learning

Journal of Innovative Science Education ◽

10.15294/jise.v9i1.37041 ◽

2021 ◽

Vol 9 (3) ◽

pp. 1-7

Author(s):

Shofwan Ridho ◽

Sri Wardani ◽

Sigit Saptono

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

21St Century ◽

Industrial Revolution ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Design Development ◽

Alternative Source ◽

Digital Book ◽

Strongly Agree

The challenge of education entering the 21st century in the era of the industrial revolution 4.0 is expected to get graduates who are competent in utilizing ICT but also competent in developing critical thinking skills. This research aims to develop digital book based on local wisdom to improve critical thinking skills. This research includes Research and Development (R&D) research using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) models. Data analysis techniques used in this study include descriptive data analysis related to the validity and response of users, while to determine the effectiveness of the product used the N-gain test. The results show (1) the developed digital book has valid criteria regarding aspects of the material, presentation, and language (2) students and teachers provide responses to the local wisdom digital book used in learning with response criteria strongly agree (3) assessment results Students' critical thinking skills show improvement with high N-Gain grades. The developed local wisdom digital book is suitable to be used as an alternative source of learning additive material in natural science learning in the face of the 21st century and the industrial revolution 4.0.

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