Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

Technical Guidance 21st Century Learning Application to Improve the Pedagogic and Professional Competence of Elementary School Teacher

At this time the 21st century is known by all audiences as the era of knowledge which is used as a foundation in various aspects of the wheel of life with the characteristic of providing information anywhere and anytime and increasing the interaction of world citizens either directly or indirectly. Talking about 21st century skills, education today should not only be about knowledge of the subjects being taught but also lead to leadership, responsibility, problem solving, analytical thinking, adaptability, communication, initiative, self-direction, creativity, cross-cultural skills, and work. same. Through this PKM activity bridges teachers to have 21st century skills in the form of (1) Critical Thinking Skills; (2) Ability to Solve Problems; (3) Communication and Collaboration; (4) Creativity and Innovation; (5) Information, Communication, and Technology Media Literacy. Teachers as people who daily wrestle with the world of education and have direct contact with students in schools must be able to change their teaching style according to the needs of the 21st century.

Assessment of 21st Century Skills

This chapter describes an action research in which creative story writing was used to assess student understanding of graph construction. Students were encouraged to write stories involving motion and visually depict verbal descriptions of stories in the form of tables and line graphs. Student work revealed several misconceptions held by students vis-à-vis writing motion-based stories, tabulation of data, plotting of graphs, and establishing congruence between stories and graphs. This study suggests several feedback measures that can be used by teachers to rectify these misconceptions.

Empowering STEAM Academics to Adopt Enterprise Pedagogies

Digital transformation and emerging technologies have disrupted the workplace, from the skills employees need in the workplace to the entrepreneurial mindset they require in this dynamic and globalized economic system. While the workers of today are navigating this transition, students require skills to lead the working landscape of the future. These skills, known as 21st century skills which encompass enterprising skills (i.e., creativity, innovation, teamwork), are generic skills that are transferable across different jobs and are a powerful predictor of long-term job success and will be increasingly important into the future. The Australian Government calls for enhanced enterprise skills due to their ubiquitous application and benefit across life and work domains. To answer this call, this chapter bridges the knowledge and resource gap that Australian STEAM academics have by explaining the development of a specially designed platform to teach the 21st century skills and enterprise skills.

Students as Gamers

Games have been considered as an important part of child development and can roughly be defined as fictional structures with certain rules to be followed to achieve certain goals. Modern games (ex. Minecraft) sometimes require quite sophisticated skills to move on, and these skills mostly match up with 21st century skills. From this perspective, this chapter tries to explain the relationship between 21st century skills and game playing skills, the design thinking approach where students are game designers, coders, and players.

Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry

Objective. This study aims to analyze how the new upper secondary school curriculum in Mexico captures 21st-century skills and teachers’ perceptions of success. Method. The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers’ perceptions of success is collected through eight focus groups with 72 participants in 4 States of Mexico. Results. The findings show that the curriculum is short in strategies for the development of 21st-century skills. Moreover, although teachers welcome them, they perceive a lack of support and doubt about students’ learning capabilities. Conclusions. Although Mexico has progressed in providing a 21st-century skills learning environment through the new curriculum, the educational system remains with the opportunity to offer a more suitable and adequate framework as well as support and training for teachers.

Implementing Makerspace in Nigerian School Libraries

The 21st century is a knowledge age where the only currency is knowledge; thus, to function in it, possession of 21st century skills is germane. The required skills are critical thinking, problem-solving, analytical, mathematical, communication and cooperative, leadership, and technical skills. In the same vein, 21st century libraries are evolving to instill the 21st century skills into learners through makerspace. Makerspace is an avenue for creating, making, tinkering, and inventing by trial and error based on the interest of the learners. This study, therefore, examines makerspace, school library and makerspace, the role of school librarians in makerspace, implementing makerspace in school library, challenges of hosting makerspace in school libraries in Nigeria, and recommendations.