21st Century Skills Development Through Inquiry-Based Learning (eBook)
XV, 204 Seiten
Springer Singapore (Verlag)
978-981-10-2481-8 (ISBN)
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.
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 Faculty’s Outstanding Teaching Award in 2016. Prof. Notari is a Professor at the University of 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.
Foreword 1 5
Foreword 2 7
About the Book 9
Contents 10
Twenty-First Century Skills Education on the Whole 15
1 Introduction 16
1.1 Goal for the Book: Fostering Meaningful Learning Experiences and a Love for Learning 17
1.2 Key Domains of Scholarship 18
1.2.1 Theoretical Perspectives of Influence 18
1.2.2 Twenty-First Century Skills 21
1.2.3 Inquiry-Based Learning 22
1.2.4 Collaborative Teaching 22
1.2.5 Collaborative Learning 23
1.2.6 Social Media for Learning 23
1.2.7 Gamification/Games for Learning 24
1.3 Organization of the Book 25
1.4 A Note About the Book’s Drafting 26
References 26
2 Twenty-First Century Skills and Global Education Roadmaps 30
2.1 Frameworks Developed for Twenty-First Century Skills 31
2.1.1 International Frameworks 32
2.2 Twenty-First Century Skills in Comparison 33
2.3 Twenty-First Century Skills in Detail 34
2.3.1 Skill Set 1: Learning and Innovation 35
2.3.2 Skill Set 2: Digital Literacies 35
2.3.3 Skill Set 3: Life and Career Skills 36
2.4 A Formula of Twenty-First Century Learning 36
2.5 Twenty-First Century Skills and the Education Roadmap in Hong Kong, Switzerland, and the U.S. 37
2.5.1 Hong Kong 37
2.5.2 Switzerland 39
2.5.3 The U.S. 40
2.6 The Need for an Inquiry-Based Pedagogical Approach 42
References 43
Twenty-First Century Skills Education: Plagiarism-Free Inquiry PjBL in Asia, Europe and North America 46
3 Twenty-First Century Skills Education in Hong Kong and Shenzhen, China: Inquiry Project-Based and Collaborative Teaching/Learning Supported by Wiki 47
3.1 Collaborative Approaches to Conducting Inquiry Group Project-Based Learning 48
3.1.1 Team-Teaching Amongst School Teachers 49
3.1.2 Collaboration Between Subject Teacher and School Librarian 49
3.1.3 School Administration–Subject Teachers–Parents Collaboration 50
3.2 Using Social Media Technology to Facilitate Collaborative Writing 51
3.2.1 Wiki 51
3.2.2 Google Docs 52
3.3 Case Studies on Collaborative Teaching and Learning of Twenty-First Century Skills 52
3.3.1 Case 1: Empirical Evidence for Collaborative Teaching in Inquiry Group PjBL (Chu 2009) 55
3.3.1.1 Improving Reading Ability with Inquiry Group PjBL 58
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)
3.3.3 Case 3: Collaborative Learning in Mainland China (Li et al. 2012) 63
3.3.4 Case 4: Developing IL Skills in a Secondary School Using Inquiry Group PjBL 64
3.4 Conclusion 67
References 67
4 Twenty-First Century Skills Education in Switzerland: An Example of Project-Based Learning Using Wiki in Science Education 72
4.1 Notable Aspects of Science Education 73
4.1.1 Models of Science Education 73
4.1.2 Supporting Science Education with the Use of Technology 78
4.1.3 European Policy Concerning Twenty-First Century Skills 79
4.2 An Example of a Project-Based Inquiry Learning Approach in Switzerland Using Wiki as a Co-authoring and Collaboration Tool 81
4.2.1 Implementation Model 81
4.3 Case Study: Creating a Collaborative Glossary in Science Education: “Evolution” 83
4.3.1 Time Schedule, Group Building 84
4.3.2 Specific Goal 84
4.3.3 The Collaborative Glossary 84
4.4 Conclusion 86
References 87
5 Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach 90
5.1 Technology Education in the United States 91
5.1.1 Policies and National Standards, and Implementation Challenges 91
5.1.2 Smaller Scale Pilots of Instructional Design Innovations 93
5.1.3 Industry Forces as Drivers of Educational Technology Innovations 95
5.2 Research Cases on Inquiry-Based Learning Through a U.S.-Based Game Design Curriculum, Circa 2012/2013 96
5.2.1 Inquiry-Based Game Design Program Features in 2012/2013 96
5.2.2 Theoretical Underpinnings of Globaloria 99
5.2.3 Six Contemporary Learning Abilities Framework 100
5.2.4 Study 1: Cultivation of the “CLAs” Among Student Participants in Globaloria: Research Results on Effects 103
5.2.5 Summary of Other Globaloria “Effects” Type Research 104
5.2.6 Debates Concerning Structure in Inquiry-Based Learning Contexts 104
5.2.7 Investigating Inquiry and Discovery Processes in Globaloria 108
5.3 Conclusion 110
References 112
Twenty-First Century Skills Education in Schools 117
6 Teachers’ Professional Development 118
6.1 Skills Needed for a New Teaching Style 119
6.2 Teachers’ Adoption of Twenty-First Century Skills 119
6.2.1 Information Technology Literacy 120
6.2.2 Information Literacy (IL) 121
6.2.3 Media Literacy (ML) 122
6.2.4 Collaboration Skills 123
6.3 Acquisition of Twenty-First Century Teaching Skills 125
6.3.1 Twenty-First Century Skills Standards for Teachers 125
6.3.2 Strategies to Develop Teachers’ Twenty-First Century Skills 126
6.3.2.1 Collaborative Inquiry 126
6.3.2.2 Partnering with Universities 127
6.3.2.3 Formal Training Courses 128
6.3.2.4 Teacher Communities 129
6.3.3 Tools for Twenty-First Century Skills Development 129
6.3.3.1 Information Literacy: Citation Guides and Citation Machines 130
6.3.3.2 Information Technology Literacy and Media Literacy: Digital Storytelling 131
6.3.3.3 Collaboration: Social Media 132
6.4 Conclusion 133
References 133
7 Guides and Suggestions for Classroom Implementation 139
7.1 Step-by-Step Guide to the Implementation of Inquiry PjBL in the Classroom 139
7.1.1 Teachers’ Readiness 140
7.1.1.1 Pre-class Collaboration with Colleagues 140
7.1.2 Students’ Readiness 142
7.1.3 Inquiry Design Process 143
7.1.4 Strategies for Teaching and Learning 147
7.1.4.1 Teacher–Librarian Collaboration 147
7.1.5 Evaluation Mechanisms 148
7.2 Case Study on Collaborative Teaching and Inquiry PjBL Learning 149
7.2.1 Suggested Timetable for Collaborative Teaching and Inquiry PjBL (Second Year of Intervention) 153
7.2.2 Teachers’ Role in the Second Year of Intervention 155
7.3 Teaching Suggestions for Subject Teachers (Second Year of Intervention) 155
7.3.1 Suggested Teaching Schedule for General Studies (GS) Teachers 155
7.3.2 Suggested Teaching Schedule for English Teachers 156
7.3.3 Suggested Teaching Schedule for Computer Studies (CS) Teachers 159
7.3.4 Suggested Teaching Schedule for School Librarians 163
7.3.5 Suggested Teaching Schedule for Language (Chinese) Teachers (Optional) 163
7.4 Using Online LMS and Authoring Tools to Support and Scaffold Student Inquiry 163
7.5 Conclusion 165
Appendix 7.1 Sample of Reading and Writing Worksheet (Chu et al. 2012b, p. 102) 166
Appendix 7.2 Assessment Rubrics of Writing Task 167
References 167
8 Assessment Instruments for Twenty-First Century Skills 170
8.1 Overview of Assessment Instruments for Twenty-First Century Skills 170
8.2 Case Studies on Assessing Twenty-First Century Skills 171
8.2.1 Assessing Reading Literacy Through Gamification 171
8.2.2 Assessing Collaboration 175
8.2.2.1 Assessing Collaboration in Wiki-Based Collaborative Writing 176
8.2.2.2 Assessing Collaboration Through Self-assessment of Social Skills 177
8.2.3 Assessing Information Literacy (IL) Using IL Assessment Tools 179
8.2.3.1 A Case Study of Primary Five Students 179
8.2.3.2 A Case Study of Secondary One Students 180
8.2.4 Assessing IL and IT Literacy by Perceived Learning Progress 181
8.2.4.1 Assessing Student Development of IL and IT Literacy Through Student and Parent Perspectives 181
8.2.4.2 Learning Analytics Measures of Student in Progress Digital Behaviors 182
8.2.5 Assessing Media Awareness of Primary Four Students 184
8.2.6 Measuring Knowledge Outcomes by Evaluating Product Artifacts 187
8.3 Conclusion 189
Appendix 8.1 Back-Translated Version of the IL Assessment Tool (Adopted from Chu 2012) 190
Appendix 8.2 Questionnaire on Students’ Familiarity with IL and IT Skills (Taken from Chu et al. 2011) 192
Appendix 8.3 Coding Protocol for a Digital Literacy Intervention Involving Student Inquiry-Based Learning and Construction of Digital Artifacts 193
References 196
Summary and Conclusions 200
9 Summary and Conclusions 201
9.1 For Teachers 202
9.2 For Professors and Teacher Educators 204
9.3 For School Librarians 205
9.4 For Policymakers 206
9.5 For Researchers 207
9.6 What is Next? 209
References 210
| Erscheint lt. Verlag | 21.9.2016 |
|---|---|
| Zusatzinfo | XV, 204 p. 14 illus. |
| Verlagsort | Singapore |
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Schlagworte | 21st century skills • collaborative teaching • Computer supported collaborative learning • constructivist pedagogy • Gamification • inquiry learning • Learning and Instruction • Project-based learning • social media and learning |
| ISBN-10 | 981-10-2481-2 / 9811024812 |
| ISBN-13 | 978-981-10-2481-8 / 9789811024818 |
| Haben Sie eine Frage zum Produkt? |
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