Main Didactic Aspects Related to the Applying of STEM Technology in Science Education

2021 ◽  
Vol 30 (3) ◽  
pp. 295-304
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Educational Process ◽  
Educational Work ◽  
Educational Simulations ◽  
Technical Work ◽  
Intellectual Abilities

STEM technology is an innovative educational technology. It refers to development of the students’ intellectual abilities, to constructive and cognitive-researching activity and to technical work. There are presented basic didactic aspects, connected with the applying of the STEM technology in Science education. The emphasis is put on practical tasks with problematic character. They allow 21st century competencies to be formed, such as creativity, communication skills, teamwork and critical thinking. Organization of the educational process, educational work forms and teacher’s new pedagogical role are also presented. Educational simulations and robots are looked at as didactic means of putting the STEM technology into practice while studying Science, in particular Physics.

scholarly journals PENGEMBANGAN HIGHER ORDER THINKING SKILLS DALAM PEMBELAJARAN MATEMATIKA DI SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Rafiq Badjeber ◽  
Jayanti Putri Purwaningrum
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Continuous Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Problem Solvers

21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers

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

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.

scholarly journals Teaching the 21st Century Skills (4Cs) in English Literacy Activities in SMKN 1 Singaraja in Academic Year 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
I Putu Ratama ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Reading Program ◽  
Literacy Program ◽  
Literacy Activities ◽  
English Literacy ◽  
Reading Response ◽  
Collaboration And Communication

Literacy program has been echoed by the Minister of education and culture since 2015. Teaching other skills in the implementation of literacy activities are crucial to prepare the students to compete in working field, especially in Vocational School. This study aimed to investigate (1) the kinds of English literacy activities implemented in SMKN 1 Singaraja, (2) how to teach the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja which consisted of preparation, steps and assessment of the 4Cs skills, (3) Teachers’ challenges while teaching the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja. The design of this research was descriptive qualitative. The setting of this research was SMKN 1 Singaraja and the subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that (1) there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. (2) In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught.  In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills (3) In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

scholarly journals Using Technology to Change Education : Blended Learning in the Science Classroom

2020 ◽  
Author(s):  
LaToya Washington
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Science Classroom ◽  
Successful Implementation ◽  
Technology And Learning ◽  
Adoption And Implementation ◽  
The Impact

This paper intends to highlight the trends in technology over several years and contrast the differences in adoption and implementation between the field of education and the rest of the world. Education has been slow to adopt new practices and continues to remain less technologically advanced than the society it aims to educate. The focus of this review is to call attention to the impact on science education using journal articles and reports in the fields of education, educational technology, and learning and behavioral sciences. By being reluctant to incorporate technology, science educators miss out on the opportunity to enhance the learning of their students using strategies such as blended learning. Blended learning can be a tool that aids in the development and strengthening of the 21st century skills needed by students to think critically, apply learning, and solve real-world problems in the classroom, in the workforce, in higher education, and most importantly, in their daily lives. Blended learning is a strategy made possible by ICT implementation. Successful implementation requires clear vision, detailed and intentional planning, training, monitoring, and adjustment. Leaders should look to the experiences of others to plan for success and avoid pitfalls. Well-planned and poorly-planned technology projects are documented in the literature that can be used as learning examples. Keywords: blended learning, educational technology, science education, 21st century skills, ICT

INFORMATION BATTLE AS A FORM OF EDUCATIONAL WORK

2019 ◽  
pp. 17-22
Author(s):  
E. A. Dolgikh
Keyword(s):  
Communication Skills ◽  
Educational Process ◽  
Learning Activity ◽  
Specialist Training ◽  
Educational Work ◽  
Two Stage ◽  
Individualize Learning

The technology of the information battle is a two-stage activity in the formation of the students’ research and communication skills, as well as the ability to independently study the proposed topic and present it to the others. It optimizes the educational process, changes not only the student’s learning activity, but also the teacher’s position, makes it possible to individualize learning, improve the efficiency of the pedagogical process, ensuring the quality of specialist training at a competitive level. An option is given to use technology in a class on #СТОПВИЧСПИД.

scholarly journals The Influence of Implementation Work-Based Learning Model on Learning Innovation Skills Student’s

2021 ◽  
Vol 3 (4) ◽  
pp. 231-235
Author(s):  
Irma Manda Negara ◽  
Nurul Hidayati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Communication Skills ◽  
21St Century ◽  
Positive Relationship ◽  
Problem Solving Skills ◽  
A Value ◽  
Collaboration Skills ◽  
Linearity Test ◽  
Creativity And Innovation

This study aimed to analyze the influence of internship as a form of the WBL model to LIS students, in terms of the assessment theory of work-based learning and framework of 21st-century skills. The method used is descriptive quantitative, with respondents students who have done internships. The results showed that there are significant WBL (X) on critical thinking and problem-solving skills (Y1), indicated by the results of the significance value 0.000 <0.050 probability and the value of t, the obtained value of tcount 6.177 > ttable 2.024. Next, there is the influence of WBL (X) on communication skills (Y2), seen from the significance value of 0.000 <0.050 probability. Then, for a value of t, obtained the value of tcount 5,039> ttable 2,024. There is the influence of WBL (X) on collaboration skills (Y3), seen at a significance value of 0.000 <0.050 probability. Then, for a value of t, the obtained value of tcount 5,405 > ttable 2,024. There is no significant and positive relationship between the implementation of WBL and students' Creativity and Innovation skills (Y4). This can be seen when the linearity test is carried out. The implementation of an internship can contribute to the development of skills covered in LIS, except for creativity and innovation skills.

scholarly journals ANALISIS KOMPETENSI ABAD-21 DALAM BIDANG KOMUNIKASI PENDIDIKAN

Gunahumas ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 387-402
Author(s):  
Siti Ahadiah Nurjanah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Communication Skills ◽  
21St Century ◽  
Communication Skill ◽  
Human Life ◽  
21St Century Learning ◽  
Collaboration Skills ◽  
International Demand ◽  
Applied Education

ABSTRAKAbad 21 ditandai dengan berkembangnya informasi, komputasi, otomasi, dan komunikasi yang merambah dalam segala aspek kehidupan manusia di semua belahan dunia. Hal ini tentunya berdampak pada pendidikan yang diterapkan termasuk di dalamnya bagaimana model pembelajarannya sehingga dapat mengadaptasi dan memenuhi semua tuntutan abad 21. Pada kurikulum 2013 diharapkan dapat diimplementasikan pembelajaran abad 21. Hal ini untuk menyikapi tuntutan zaman yang semakin kompetitif. Adapun pembelajaran abad 21 mencerminkan empat hal. 1) Critical Thinking dan Problem Solving, 2) Communication Skills, 3) Collaboration Skills, 4) Creativity Skills dan Innovation. Tuntutan dunia internasional terhadap tugas guru memasuki abad ke-21 tidaklah ringan. Guru diharapkan mampu dan dapat menyelenggarakan proses pembelajaran yang bertumpu dan melaksanakan empat pilar belajar yang dianjurkan oleh Komisi Internasional UNESCO untuk Pendidikan, hal ini didasari bahwa Pendidikan merupakan komunikasi terorganisasi dan berkelanjutan yang dirancang untuk menumbuhkan kegiatan belajar pada diri peserta didik (education as organized and sustained communication designed to bring about Learning).Kata kunci: Pembelajaran abad 21, Kurikulum 2013, 4C.ABSTRACTThe 21st century is marked by the development of information, computing, automation, and communication which penetrated in all aspects of human life in all parts of the world. This certainly has an impact on applied education including how the learning model can adapt and meet all the demands of the 21st century. In the 2013 curriculum it is expected to be implemented 21st century learning. This is to respond to the demands of an increasingly competitive era. The 21st century learning reflects four things. 1) Critical Thinking and Problem Solving, 2) Communication Skills, 3) Collaboration Skills, 4) Creativity Skills and Innovation. The international demand for teacher assignments into the 21st century is not easy. Teachers are expected to be able and able to organize a learning process that is based and implement the four pillars of learning recommended by the UNESCO International Commission for Education, this is based on that Education is an organized and sustainable communication designed to foster learning activities in students (education as organized and sustained) communication designed to bring about Learning).Keywords: 21st Century Learning, Curriculum, 4C; Communication Skill

APPLICATION OF THE CASE STUDI METHOD IN THE EDUCATIONAL PROCESS OF PREPARING THE PROVISOR

2020 ◽  
Vol 22 (9) ◽  
pp. 4-7
Author(s):  
Nikiforova E.B. ◽  
Davitavyan N.A. ◽  
Shevchenko A.I.
Keyword(s):  
Health Care ◽  
Educational Technology ◽  
Educational Process ◽  
Professional Activity ◽  
Federal State ◽  
Case Study Method ◽  
State Budget ◽  
Educational Standard ◽  
Competency Based

The development of the pharmaceutical industry is one of the priority tasks of our state, aimed at providing the population of the Russian Federation with modern safe and effective medicines. The solution to this problem is impossible without the formation of a highly qualified personnel potential that meets the demand and expectations of the pharmaceutical market and society as a whole. In this regard, in the system of training of pharmacists in recent years, quite dynamic and flexible transformations have been taking place, dictated by the urgent needs of domestic health care. It should be noted that in the process of implementing this educational standard, the competency-based approach to organizing the process of training modern pharmacists comes to the fore. One of the effective tools for the formation of professional competencies in various educational fields is the case study method. Case study is a training method based on the analysis of real situations from various areas of professional activity and contributing to the development of specialist competency. The competency-based orientation of the case study method is in line with modern ideas about the organization of the educational process for the training of pharmacists. The case study method is actively used in the process of teaching disciplines of the curriculum of the Federal State Budget Educational Establishment of Higher Education KubGMU of the Ministry of Health of Russia, specialty 33.05.01 Pharmacy. Examples of case study tasks as educational technology are presented in the work programs of the curriculum disciplines of the specialty 33.05.01 Pharmacy developed at the Department of Pharmacy. Depending on the content of the taught discipline, these tasks simulate a particular situation from the professional activities of pharmacists, offered to students for a comprehensive analysis and evaluation. The use of this educational technology contributes to the integration of knowledge, skills acquired in the learning process and their competency-based profiling in accordance with the current level of development of domestic health care.

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