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Title
21st Century Skills Development Through Inquiry-Based Learning : From Theory to Practice / by Samuel Kai Wah Chu, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, Celina Wing Yi Lee.
ISBN
9789811024818
9811024812
9811024790
9789811024795
Published
Singapore : Springer Singapore : Imprint : Springer, 2017.
Language
English
Description
1 online resource (XV, 204 pages 14 illustrations)
Other Standard Identifiers
10.1007/978-981-10-2481-8. doi
Call Number
LB5-3640
Dewey Decimal Classification
371.3
Summary
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.
Bibliography, etc. Note
Includes bibliographical references at the end of each chapters.
Access Note
Access limited to authorized users.
Digital File Characteristics
text file PDF
Part 1: 21st century skills education on the whole
Chapter 1 Introduction
Chapter 2 21st century skills and global education roadmap
Part 2: 21st century skills education: Plagiarism-free inquiry Pjbl in Asia, Europe and North America
Chapter 3 21st century skills education in Hong Kong and Shenzhen, China: Inquiry project-based and collaborative teaching/learning supported by Wiki
Chapter 4 21st century skills education in Switzerland: An example of project-based learning using Wiki in science education
Chapter 5 21st century skills education in the U.S.: An example of an inquiry-based game design learning approach
Part 3: 21st century skills education in schools
Chapter 6 Teachers' professional development
Chapter 7 Guides and suggestions for pedagogy implementation in classrooms
Chapter 8 Assessment instruments for 21st century skills
Chapter 9 Summary and conclusions.
