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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

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Contributor
Language
eng
Work
Publication
Extent
1 online resource (210 pages)
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
Isbn
9789811024818
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4694487
Instance
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
Related Location
Related Agents
Related Authorities
Related Subjects
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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1 online resource (210 pages)
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online
Isbn
9789811024818
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computer
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