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21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice 1st ed. 2017 [Hardback]

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  • Formāts: Hardback, 204 pages, height x width: 235x155 mm, weight: 4557 g, 14 Illustrations, black and white; XV, 204 p. 14 illus., 1 Hardback
  • Izdošanas datums: 03-Oct-2016
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 9811024790
  • ISBN-13: 9789811024795
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21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice 1st ed. 2017Palielināt
  • Formāts: Hardback, 204 pages, height x width: 235x155 mm, weight: 4557 g, 14 Illustrations, black and white; XV, 204 p. 14 illus., 1 Hardback
  • Izdošanas datums: 03-Oct-2016
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 9811024790
  • ISBN-13: 9789811024795
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789811024795.html
Keywords:
This book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills. Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other online communication affordances. The book will be of interest to researchers seeking a summary of recent empirical studies in the inquiry project-based learning domain that employ new technologies as constructive media for student synthesis and creation. The book also bridges the gap between empirical works and a range of national- and international-level educational standards frameworks such as the P21, the OECD framework, AASL Standards for the 21st Century Learner, and the Common Core State Standards in the US. Of particular interest to education practitioners, the book offers detailed descriptions of inquiry project-based learning interventions that can be directly reproduced in today’s schools. Further, the book provides research-driven guidelines for the evaluation of student inquiry project-based learning. Lastly, it offers education policymakers insight into establishing anchors and spaces for applying inquiry project-based learning opportunities for youth today in the context of existing and current education reform efforts. The aim of this book is to support education leaders’, practitioners’ and researchers’ efforts in advancing inspiring and motivating student learning through transformative social constructivist inquiry-based knowledge-building with information technologies. We propose that preparing students with inquiry mindsets and dispositions can promote greater agency, critical thinking and resourcefulness, qualities needed for addressing the complex societal challenges they may face.

Recenzijas

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Part I Twenty-First Century Skills Education on the Whole
1 Introduction
3(14)
1.1 Goal for the Book: Fostering Meaningful Learning Experiences and a Love for Learning
4(1)
1.2 Key Domains of Scholarship
5(7)
1.2.1 Theoretical Perspectives of Influence
5(3)
1.2.2 Twenty-First Century Skills
8(1)
1.2.3 Inquiry-Based Learning
9(1)
1.2.4 Collaborative Teaching
9(1)
1.2.5 Collaborative Learning
10(1)
1.2.6 Social Media for Learning
10(1)
1.2.7 Gamification/Games for Learning
11(1)
1.3 Organization of the Book
12(1)
1.4 A Note About the Book's Drafting
13(4)
References
13(4)
2 Twenty-First Century Skills and Global Education Roadmaps
17(18)
2.1 Frameworks Developed for Twenty-First Century Skills
18(2)
2.1.1 International Frameworks
19(1)
2.2 Twenty-First Century Skills in Comparison
20(1)
2.3 Twenty-First Century Skills in Detail
21(2)
2.3.1 Skill Set 1: Learning and Innovation
22(1)
2.3.2 Skill Set 2: Digital Literacies
22(1)
2.3.3 Skill Set 3: Life and Career Skills
23(1)
2.4 A Formula of Twenty-First Century Learning
23(1)
2.5 Twenty-First Century Skills and the Education Roadmap in Hong Kong, Switzerland, and the U.S.
24(5)
2.5.1 Hong Kong
24(2)
2.5.2 Switzerland
26(1)
2.5.3 The U.S.
27(2)
2.6 The Need for an Inquiry-Based Pedagogical Approach
29(6)
References
30(5)
Part II Twenty-First Century Skills Education: Plagiarism-Free Inquiry PjBL in Asia, Europe and North America
3 Twenty-First Century Skills Education in Hong Kong and Shenzhen, China: Inquiry Project-Based and Collaborative Teaching/Learning Supported by Wiki
35(26)
3.1 Collaborative Approaches to Conducting Inquiry Group Project-Based Learning
36(3)
3.1.1 Team-Teaching Amongst School Teachers
37(1)
3.1.2 Collaboration Between Subject Teacher and School Librarian
37(1)
3.1.3 School Administration-Subject Teachers-Parents Collaboration
38(1)
3.2 Using Social Media Technology to Facilitate Collaborative Writing
39(1)
3.2.1 Wiki
39(1)
3.2.2 Google Docs
40(1)
3.3 Case Studies on Collaborative Teaching and Learning of Twenty-First Century Skills
40(15)
3.3.1 Case 1: Empirical Evidence for Collaborative Teaching in Inquiry Group PjBL (Chu 2009)
43(5)
3.3.2 Case 2: A Refined Collaborative Teaching Approach and Using Social Media in Collaborative Teaching (Chu et al. 2011c; Tavares and Chu 2012)
48(3)
3.3.3 Case 3: Collaborative Learning in Mainland China (Li et al. 2012)
51(1)
3.3.4 Case 4: Developing IL Skills in a Secondary School Using Inquiry Group PjBL
52(3)
3.4 Conclusion
55(6)
References
55(6)
4 Twenty-First Century Skills Education in Switzerland: An Example of Project-Based Learning Using Wiki in Science Education
61(18)
4.1 Notable Aspects of Science Education
62(8)
4.1.1 Models of Science Education
62(5)
4.1.2 Supporting Science Education with the Use of Technology
67(1)
4.1.3 European Policy Concerning Twenty-First Century Skills
68(2)
4.2 An Example of a Project-Based Inquiry Learning Approach in Switzerland Using Wiki as a Co-authoring and Collaboration Tool
70(2)
4.2.1 Implementation Model
70(2)
4.3 Case Study: Creating a Collaborative Glossary in Science Education: "Evolution"
72(3)
4.3.1 Time Schedule, Group Building
73(1)
4.3.2 Specific Goal
73(1)
4.3.3 The Collaborative Glossary
73(2)
4.4 Conclusion
75(4)
References
76(3)
5 Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach
79(30)
5.1 Technology Education in the United States
80(5)
5.1.1 Policies and National Standards, and Implementation Challenges
80(2)
5.1.2 Smaller Scale Pilots of Instructional Design Innovations
82(2)
5.1.3 Industry Forces as Drivers of Educational Technology Innovations
84(1)
5.2 Research Cases on Inquiry-Based Learning Through a U.S.-Based Game Design Curriculum, Circa 2012/2013
85(14)
5.2.1 Inquiry-Based Game Design Program Features in 2012/2013
85(3)
5.2.2 Theoretical Underpinnings of Globaloria
88(1)
5.2.3 Six Contemporary Learning Abilities Framework
89(3)
5.2.4 Study 1: Cultivation of the "CLAs" Among Student Participants in Globaloria: Research Results on Effects
92(1)
5.2.5 Summary of Other Globaloria "Effects" Type Research
93(1)
5.2.6 Debates Concerning Structure in Inquiry-Based Learning Contexts
93(4)
5.2.7 Investigating Inquiry and Discovery Processes in Globaloria
97(2)
5.3 Conclusion
99(10)
References
101(8)
Part III Twenty-First Century Skills Education in Schools
6 Teachers' Professional Development
109(22)
6.1 Skills Needed for a New Teaching Style
110(1)
6.2 Teachers' Adoption of Twenty-First Century Skills
110(6)
6.2.1 Information Technology Literacy
111(1)
6.2.2 Information Literacy (IL)
112(1)
6.2.3 Media Literacy (ML)
113(1)
6.2.4 Collaboration Skills
114(2)
6.3 Acquisition of Twenty-First Century Teaching Skills
116(8)
6.3.1 Twenty-First Century Skills Standards for Teachers
116(1)
6.3.2 Strategies to Develop Teachers' Twenty-First Century Skills
117(3)
6.3.3 Tools for Twenty-First Century Skills Development
120(4)
6.4 Conclusion
124(7)
References
124(7)
7 Guides and Suggestions for Classroom Implementation
131(32)
7.1 Step-by-Step Guide to the Implementation of Inquiry PjBL in the Classroom
131(10)
7.1.1 Teachers' Readiness
132(2)
7.1.2 Students' Readiness
134(1)
7.1.3 Inquiry Design Process
135(4)
7.1.4 Strategies for Teaching and Learning
139(1)
7.1.5 Evaluation Mechanisms
140(1)
7.2 Case Study on Collaborative Teaching and Inquiry PjBL Learning
141(6)
7.2.1 Suggested Timetable for Collaborative Teaching and Inquiry PjBL (Second Year of Intervention)
145(2)
7.2.2 Teachers' Role in the Second Year of Intervention
147(1)
7.3 Teaching Suggestions for Subject Teachers (Second Year of Intervention)
147(8)
7.3.1 Suggested Teaching Schedule for General Studies (GS) Teachers
147(1)
7.3.2 Suggested Teaching Schedule for English Teachers
148(3)
7.3.3 Suggested Teaching Schedule for Computer Studies (CS) Teachers
151(4)
7.3.4 Suggested Teaching Schedule for School Librarians
155(1)
7.3.5 Suggested Teaching Schedule for Language (Chinese) Teachers (Optional)
155(1)
7.4 Using Online LMS and Authoring Tools to Support and Scaffold Student Inquiry
155(2)
7.5 Conclusion
157(6)
Appendix 7.1 Sample of Reading and Writing Worksheet (Chu et al. 2012b. p. 102)
158(1)
Appendix 7.2 Assessment Rubrics of Writing Task
159(1)
References
159(4)
8 Assessment Instruments for Twenty-First Century Skills
163(32)
8.1 Overview of Assessment Instruments for Twenty-First Century Skills
163(1)
8.2 Case Studies on Assessing Twenty-First Century Skills
164(18)
8.2.1 Assessing Reading Literacy Through Gamification
164(4)
8.2.2 Assessing Collaboration
168(4)
8.2.3 Assessing Information Literacy (IL) Using IL Assessment Tools
172(2)
8.2.4 Assessing IL and IT Literacy by Perceived Learning Progress
174(3)
8.2.5 Assessing Media Awareness of Primary Four Students
177(3)
8.2.6 Measuring Knowledge Outcomes by Evaluating Product Artifacts
180(2)
8.3 Conclusion
182(13)
Appendix 8.1 Back-Translated Version of the IL Assessment Tool (Adopted from Chu 2012)
183(2)
Appendix 8.2 Questionnaire on Students' Familiarity with IL and IT Skills (Taken from Chu et al. 2011)
185(1)
Appendix 8.3 Coding Protocol for a Digital Literacy Intervention Involving Student Inquiry-Based learning and Construction of Digital Artifacts
186(3)
References
189(6)
Part IV Summary and Conclusions
9 Summary and Conclusions
195
9.1 For Teachers
196(2)
9.2 For Professors and Teacher Educators
198(1)
9.3 For School Librarians
199(1)
9.4 For Policymakers
200(1)
9.5 For Researchers
201(2)
9.6 What is Next?
203
References
204
Dr Chu, Associate Professor, is Head of Division of Information & Technology Studies and Deputy Director of Centre for Information Technology in Education at the Faculty of Education, the University of Hong Kong. He has over 250 publications in the areas of IT in education, information and library science, school librarianship, academic librarianship and knowledge management. His over 40 projects have amounted to more than US$ 6 million in grant funding. He has received his Faculty's Outstanding Researcher Award and Knowledge Exchange Award. 





Dr Reynolds is Assistant  Professor in the School of Communication & Information at Rutgers University, and faculty affiliate of Center for International Scholarship on School Librarianship. Her research addresses the development of e-learning systems for formal and informal learning in a broad range of affinity spaces.  Publishing in the fields of information science, educational technology and the learning sciences, she has grant funding from the Institute for Museum and Library Services, and has received two faculty department awards.





Miss Tavares is Senior Lecturer at the Faculty of Education of the University of Hong Kong. She has published in the areas of 21st century skills learning, using educational technologies in promoting reading and writing, and social media in teacher professional development. She has received many awards in her teaching career, including her Facultys Outstanding Teaching Award in 2016.





Prof. Notari is a Professor at the Universityof Teacher Education in Bern, Switzerland and an honorary assistant professor at the Faculty of Education, The University of Hong Kong. He has published books and journal articles in the field of information technologies in education.





Ms Lee is a secondary school English teacher in Hong Kong and a trained IB English Language and Literature teacher. She has published in the areas of 21st century skills learning, IT in education, and inquiry project based learning.