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The Resource 21st Century Skills Development Through Inquiry-Based Learning : From Theory to Practice

21st Century Skills Development Through Inquiry-Based Learning : From Theory to Practice

Label
21st Century Skills Development Through Inquiry-Based Learning : From Theory to Practice
Title
21st Century Skills Development Through Inquiry-Based Learning
Title remainder
From Theory to Practice
Creator
Contributor
Subject
Language
eng
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
21st Century Skills Development Through Inquiry-Based Learning : From Theory to Practice
Label
21st Century Skills Development Through Inquiry-Based Learning : From Theory to Practice
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4694487
Publication
Copyright
Related Contributor
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword 1 -- Foreword 2 -- About the Book -- Contents -- Twenty-First Century Skills Education on the Whole -- 1 Introduction -- 1.1 Goal for the Book: Fostering Meaningful Learning Experiences and a Love for Learning -- 1.2 Key Domains of Scholarship -- 1.2.1 Theoretical Perspectives of Influence -- 1.2.2 Twenty-First Century Skills -- 1.2.3 Inquiry-Based Learning -- 1.2.4 Collaborative Teaching -- 1.2.5 Collaborative Learning -- 1.2.6 Social Media for Learning -- 1.2.7 Gamification/Games for Learning -- 1.3 Organization of the Book -- 1.4 A Note About the Book's Drafting -- References -- 2 Twenty-First Century Skills and Global Education Roadmaps -- 2.1 Frameworks Developed for Twenty-First Century Skills -- 2.1.1 International Frameworks -- 2.2 Twenty-First Century Skills in Comparison -- 2.3 Twenty-First Century Skills in Detail -- 2.3.1 Skill Set 1: Learning and Innovation -- 2.3.2 Skill Set 2: Digital Literacies -- 2.3.3 Skill Set 3: Life and Career Skills -- 2.4 A Formula of Twenty-First Century Learning -- 2.5 Twenty-First Century Skills and the Education Roadmap in Hong Kong, Switzerland, and the U.S. -- 2.5.1 Hong Kong -- 2.5.2 Switzerland -- 2.5.3 The U.S. -- 2.6 The Need for an Inquiry-Based Pedagogical Approach -- References -- 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 -- 3.1 Collaborative Approaches to Conducting Inquiry Group Project-Based Learning -- 3.1.1 Team-Teaching Amongst School Teachers -- 3.1.2 Collaboration Between Subject Teacher and School Librarian -- 3.1.3 School Administration-Subject Teachers-Parents Collaboration -- 3.2 Using Social Media Technology to Facilitate Collaborative Writing -- 3.2.1 Wiki
  • 3.2.2 Google Docs -- 3.3 Case Studies on Collaborative Teaching and Learning of Twenty-First Century Skills -- 3.3.1 Case 1: Empirical Evidence for Collaborative Teaching in Inquiry Group PjBL (Chu 2009) -- 3.3.1.1 Improving Reading Ability with Inquiry Group PjBL -- 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) -- 3.3.4 Case 4: Developing IL Skills in a Secondary School Using Inquiry Group PjBL -- 3.4 Conclusion -- References -- 4 Twenty-First Century Skills Education in Switzerland: An Example of Project-Based Learning Using Wiki in Science Education -- 4.1 Notable Aspects of Science Education -- 4.1.1 Models of Science Education -- 4.1.2 Supporting Science Education with the Use of Technology -- 4.1.3 European Policy Concerning Twenty-First Century Skills -- 4.2 An Example of a Project-Based Inquiry Learning Approach in Switzerland Using Wiki as a Co-authoring and Collaboration Tool -- 4.2.1 Implementation Model -- 4.3 Case Study: Creating a Collaborative Glossary in Science Education: "Evolution" -- 4.3.1 Time Schedule, Group Building -- 4.3.2 Specific Goal -- 4.3.3 The Collaborative Glossary -- 4.4 Conclusion -- References -- 5 Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach -- 5.1 Technology Education in the United States -- 5.1.1 Policies and National Standards, and Implementation Challenges -- 5.1.2 Smaller Scale Pilots of Instructional Design Innovations -- 5.1.3 Industry Forces as Drivers of Educational Technology Innovations -- 5.2 Research Cases on Inquiry-Based Learning Through a U.S.-Based Game Design Curriculum, Circa 2012/2013 -- 5.2.1 Inquiry-Based Game Design Program Features in 2012/2013
  • 5.2.2 Theoretical Underpinnings of Globaloria -- 5.2.3 Six Contemporary Learning Abilities Framework -- 5.2.4 Study 1: Cultivation of the "CLAs" Among Student Participants in Globaloria: Research Results on Effects -- 5.2.5 Summary of Other Globaloria "Effects" Type Research -- 5.2.6 Debates Concerning Structure in Inquiry-Based Learning Contexts -- 5.2.7 Investigating Inquiry and Discovery Processes in Globaloria -- 5.3 Conclusion -- References -- Twenty-First Century Skills Education in Schools -- 6 Teachers' Professional Development -- 6.1 Skills Needed for a New Teaching Style -- 6.2 Teachers' Adoption of Twenty-First Century Skills -- 6.2.1 Information Technology Literacy -- 6.2.2 Information Literacy (IL) -- 6.2.3 Media Literacy (ML) -- 6.2.4 Collaboration Skills -- 6.3 Acquisition of Twenty-First Century Teaching Skills -- 6.3.1 Twenty-First Century Skills Standards for Teachers -- 6.3.2 Strategies to Develop Teachers' Twenty-First Century Skills -- 6.3.2.1 Collaborative Inquiry -- 6.3.2.2 Partnering with Universities -- 6.3.2.3 Formal Training Courses -- 6.3.2.4 Teacher Communities -- 6.3.3 Tools for Twenty-First Century Skills Development -- 6.3.3.1 Information Literacy: Citation Guides and Citation Machines -- 6.3.3.2 Information Technology Literacy and Media Literacy: Digital Storytelling -- 6.3.3.3 Collaboration: Social Media -- 6.4 Conclusion -- References -- 7 Guides and Suggestions for Classroom Implementation -- 7.1 Step-by-Step Guide to the Implementation of Inquiry PjBL in the Classroom -- 7.1.1 Teachers' Readiness -- 7.1.1.1 Pre-class Collaboration with Colleagues -- 7.1.2 Students' Readiness -- 7.1.3 Inquiry Design Process -- 7.1.4 Strategies for Teaching and Learning -- 7.1.4.1 Teacher-Librarian Collaboration -- 7.1.5 Evaluation Mechanisms -- 7.2 Case Study on Collaborative Teaching and Inquiry PjBL Learning
  • 7.2.1 Suggested Timetable for Collaborative Teaching and Inquiry PjBL (Second Year of Intervention) -- 7.2.2 Teachers' Role in the Second Year of Intervention -- 7.3 Teaching Suggestions for Subject Teachers (Second Year of Intervention) -- 7.3.1 Suggested Teaching Schedule for General Studies (GS) Teachers -- 7.3.2 Suggested Teaching Schedule for English Teachers -- 7.3.3 Suggested Teaching Schedule for Computer Studies (CS) Teachers -- 7.3.4 Suggested Teaching Schedule for School Librarians -- 7.3.5 Suggested Teaching Schedule for Language (Chinese) Teachers (Optional) -- 7.4 Using Online LMS and Authoring Tools to Support and Scaffold Student Inquiry -- 7.5 Conclusion -- Appendix 7.1 Sample of Reading and Writing Worksheet (Chu et al. 2012b, p. 102) -- Appendix 7.2 Assessment Rubrics of Writing Task -- References -- 8 Assessment Instruments for Twenty-First Century Skills -- 8.1 Overview of Assessment Instruments for Twenty-First Century Skills -- 8.2 Case Studies on Assessing Twenty-First Century Skills -- 8.2.1 Assessing Reading Literacy Through Gamification -- 8.2.2 Assessing Collaboration -- 8.2.2.1 Assessing Collaboration in Wiki-Based Collaborative Writing -- 8.2.2.2 Assessing Collaboration Through Self-assessment of Social Skills -- 8.2.3 Assessing Information Literacy (IL) Using IL Assessment Tools -- 8.2.3.1 A Case Study of Primary Five Students -- 8.2.3.2 A Case Study of Secondary One Students -- 8.2.4 Assessing IL and IT Literacy by Perceived Learning Progress -- 8.2.4.1 Assessing Student Development of IL and IT Literacy Through Student and Parent Perspectives -- 8.2.4.2 Learning Analytics Measures of Student in Progress Digital Behaviors -- 8.2.5 Assessing Media Awareness of Primary Four Students -- 8.2.6 Measuring Knowledge Outcomes by Evaluating Product Artifacts -- 8.3 Conclusion
  • Appendix 8.1 Back-Translated Version of the IL Assessment Tool (Adopted from Chu 2012) -- Appendix 8.2 Questionnaire on Students' Familiarity with IL and IT Skills (Taken from Chu et al. 2011) -- Appendix 8.3 Coding Protocol for a Digital Literacy Intervention Involving Student Inquiry-Based Learning and Construction of Digital Artifacts -- References -- Summary and Conclusions -- 9 Summary and Conclusions -- 9.1 For Teachers -- 9.2 For Professors and Teacher Educators -- 9.3 For School Librarians -- 9.4 For Policymakers -- 9.5 For Researchers -- 9.6 What is Next? -- References
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{'f': 'http://opac.lib.rpi.edu/record=b4386126'}
Extent
1 online resource (210 pages)
Form of item
online
Isbn
9789811024818
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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