scholarly journals bASES21 - Um Modelo para a Autoavaliação de Habilidades do Século XXI no Contexto do Ensino de Computação na Educação Básica

2019 ◽  
Vol 27 (01) ◽  
pp. 26
Author(s):  
Fernanda Mioto ◽  
Giani Petri ◽  
Christiane Gresse von Wangenheim ◽  
Adriano Ferreti Borgatto ◽  
Lúcia Helena Martins Pacheco
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Basic Education ◽  
Knowledge Society ◽  
Reliability And Validity ◽  
Measurement Instrument ◽  
Initial Assessment ◽  
Self Assessment ◽  
Internal Reliability ◽  
Key Skills

In today's knowledge society, knowing how to interpret, search, communicate and share new information are key skills for a successful citizen. Such skills, known as 21st century skills, include critical thinking, teamwork, communication, among others. Currently, there are several proposals on how to integrate the learning of these skills in basic education, including through the teaching of computing. Yet, based on the hypothesis that teaching computing can contribute to the learning of 21st century skills, there is few systematically evidence available to support this claim. One reason for this absence is the lack of 21st century skills assessment models. Thus, the objective of this article is to develop and evaluate a model for the assessment of 21st century skills in the context of teaching computing in basic education. Based on the results of a mapping study, the bASES21 model is systematically developed as well as its measurement instrument, a self-assessment questionnaire. An initial assessment in terms of reliability and validity of the measurement instrument, based on 148 responses from students in basic education, indicate a high internal reliability (Cronbach's alpha = 0.958). Results regarding the validity of the instrument were inconclusive. Even although some skills demonstrate internal correlation, an improvement opportunity is the possible re-classification of items based on a more detailed analysis with a larger sample. Thus, the bASES21 model represents a first step supporting the assessment of 21st century skills, aiming at the systematic improvement of teaching computing in basic education.

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 PERMAINAN TRADISIONAL JAWA SEBAGAI STRATEGI PEMBELAJARAN BERBASIS KEARIFAN LOKAL UNTUK MENUMBUHKAN KETERAMPILAN GLOBAL DI MI/SD

2018 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Andi Prastowo
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Basic Education ◽  
Textual Criticism ◽  
Literature Study ◽  
Cultural Elements ◽  
Long Run ◽  
Global Skills ◽  
High Level

The study of games in education is not new, from traditional games to modern website-based games have been done. Studies have even proved that traditional games have more proven value and benefits in the long run for education than modern games. However, the fact that the quality of education in various countries of the world is uneven, although they also know and have traditional games as part of its cultural elements. Like one of them can be seen in the quality of basic education in Indonesia, especially in the ability of thinking high level is still low. Moreover, in the 21st century students are required to have global skills of the 21st century. From this point the need to be studied about how the traditional Javanese games, as one of the greatest cultural heritages in Indonesia, can serve as a strategy to cultivate 21st century global skills for madrasah ibtidaiyah / primary school. This research is done by literature study with the method of textual criticism and external critic and then continued with synthesis. The findings of this study indicate that some traditional Javanese games are basically potential as a strategy to cultivate 21st century skills. This is not apart because the characteristics and form of some traditional Javanese game contains characteristics of 21st century skills that include critical thinking, communication, cooperation, and creativity.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12

2021 ◽  
pp. 366-391
Author(s):  
Christiane Gresse von Wangenheim ◽  
Leonardo P. Degering ◽  
Fernanda Mioto ◽  
Lúcia H. Martins-Pacheco ◽  
Adriano F. Borgatto ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
The Self ◽  
Self Assessment ◽  
Computing Education ◽  
K 12

scholarly journals THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS

2021 ◽  
Vol 2 ◽  
pp. 402-429
Author(s):  
Dace Namsone ◽  
Līga Čakāne ◽  
Dace Eriņa
Keyword(s):  
Education Reform ◽  
Performance Appraisal ◽  
Professional Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Good Practice ◽  
Theoretical Framework ◽  
Assessment Tools ◽  
Learning Progressions ◽  
Self Assessment

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the ongoing education reform in the country. For the self-assessment of teachers’ competencies, performance appraisal is used, comparing to what extent does teaching in a particular case correspond to good practice using performance level descriptors as tools - a set of teachers' learning progressions and tests. The developed set of teachers' professional learning progressions is based on data-based and field-tested analytical descriptions of performance levels from expert work. It includes 17 progressions developed within the framework of categories and criteria, the practical testing of which in school practice is planned in the authors' further research.

scholarly journals MEEGA+KIDS: A Model for the Evaluation of Games for Computing Education in Secondary School

RENOTE ◽  
2020 ◽  
Vol 18 (1) ◽  
Author(s):  
Christiane Gresse von Wangenheim ◽  
Giani Petri ◽  
Adriano Ferreti Borgatto
Keyword(s):  
Secondary School ◽  
Game Design ◽  
Participatory Design ◽  
Educational Games ◽  
Reliability And Validity ◽  
Measurement Instrument ◽  
Self Assessment ◽  
Computing Education ◽  
Show Evidence ◽  
Standardized Measurement

Teaching computing in schools has become a worldwide trend. This is operationalized through diverse instructional methods, including educational games. As it is essential to systematically evaluate the quality of such games for computing education in school, the objective of this article is to present the design and evaluation of the MEEGA+KIDS model, a customization of the prominent method MEEGA+, a reliable and valid method to evaluate games. It has been tailored to the specific target audience (secondary school) through a participatory design approach by decomposing evaluation goals into measures and defining a standardized measurement instrument in the form of a self-assessment questionnaire. Results of a reliability and validity analysis of the model, based on a sample of 90 students, show evidence of its reliability (Cronbach’s alpha α=.882) and a first indication of its validity. The MEEGA+KIDS model can, thus, support game creators, instructors and researchers during the game design process and contribute to their improvement and effective adoption in practice.

scholarly journals A Proposed Framework for Innovation in Gifted Education Research in Light of 21st-century skills: A Foresight Study Using Delphi Method

2021 ◽  
Vol 12 (22) ◽  
pp. 47-72
Author(s):  
Rimeyah H.S. Almutairi
Keyword(s):  
Education Research ◽  
21St Century ◽  
Gifted Education ◽  
Delphi Method ◽  
21St Century Skills ◽  
Reliability And Validity ◽  
Opinion Poll ◽  
Main Study ◽  
Innovation Research ◽  
Conducting Research

This study aimed to propose a framework for innovation in gifted education research studies in the light of 21st-century skills. To examine the current innovation in gifted research, a preliminary opinion poll was administered to a sample of 358 participants representing various segments of the society, using an electronic questionnaire. The results indicated that 27% ​​believed that research in the gifted education was developed and led to new outcomes, whereas 23% said that research in this area was just replication of studies. The study used descriptive and Delphi methods to develop the main study tool, which was a criteria questionnaire of 21st-century innovative research. This was achieved by a survey given to 16 experts in innovation research methods and the gifted education. The questionnaire was given to them in three rounds: the first was by using an open-ended questionnaire, while the second and third were by using a closed-ended questionnaire. By applying the questionnaire to a sample of 160 researchers, the reliability and validity ranged between (0.6-0.8). Results indicated agreement degrees between (46.6%-44%). The suggested framework for innovation in research of the gifted education was developed in the light of criteria proposed by the experts. The study recommended taking advantage of the proposed framework according to the specified dimensions; and conducting research to develop gifted education studies, for it is a major tool to define the framework of providing services to the gifted.

Promoting educational work using modern educational assessment tools: Creating and implementing rubrics for assessing projects and the cultivation of 21st-century skills

2019 ◽  
Vol 6 (7) ◽  
pp. 189-196
Author(s):  
Dionisios Kouloumpis ◽  
Theodora Papageorgiou ◽  
Κaterina Κasimatis
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Structured Interview ◽  
Study Data ◽  
Assessment Tools ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Educational Work ◽  
Project Assessment

The purpose of this study is to highlight the effectiveness of the use of rubric as a modern technique for teaching and assessing educational work. More specifically, our purpose is to explore the benefits of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques as far as the development of skills and the improvement of the educational work is concerned. The analytical rubric that was created and employed in the study included the following criteria (each with pre-determined quality levels): content completeness, structure and organisation, creativity, development of skills and cognitive concepts. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. Data were collected through a semi-structured interview. The nature of the study was qualitative. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students to evaluate their efforts, thus allowing them to realise the usefulness of the rubric as a self-assessment tool. Moreover, by using the rubric the students and the teachers had the chance to communicate constructively. The teachers and the students assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment project, rubric, assessment criteria, reflection, 21st-century skills.

scholarly journals Developing a TPACK measurement instrument for 21st century pre-service teachers

Seminar.net ◽  
2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Teemu Valtonen ◽  
Erkko T. Sointu ◽  
Kati Mäkitalo-Siegl ◽  
Jari Kukkonen
Keyword(s):  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
Quantitative Methods ◽  
Development Process ◽  
Measurement Instrument ◽  
Assessment Instrument ◽  
Ict Skills ◽  
Pedagogical Content ◽  
Insight Into

 Future skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have to be able to use various pedagogical approaches and ICT in order to support the development of their students’ 21st century skills (Voogt & Roblin, 2012). These skills, particularly ICT skills, pose challenges for teachers and teacher education. This paper focuses on developing an instrument for measuring pre-service teachers’ knowledge related to ICT in the context of 21st century skills.Technological Pedagogical Content Knowledge (TPACK; Mishra & Kohler, 2006) was used as a theoretical framework for designing the instrument. While the TPACK framework is actively used, the instruments used to measure it have proven challenging. This paper outlines the results of the development process of the TPACK-21 instrument. A new assessment instrument was compiled and tested on pre-service teachers in Study1 (N=94). Based on these results, the instrument was further developed and tested in Study2 (N=267). The data of both studies were analysed using multiple quantitative methods in order to evaluate the psychometric properties of the instruments. The results provide insight into the challenges of the development process itself and also suggest new solutions to overcome these difficulties.

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