Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st‐Century Literacy—Now

Drew, Sally Valentino

doi:10.1002/jaal.00145

Cited by 61 publications

(35 citation statements)

References 26 publications

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“…In collaborative group contexts, PBL is consistent with the theory of social constructivism, where students collect data, make decisions, use directions in particular ways, organize principles, solve ill-structured problems, analyze, and evaluate, and with the idea of distributed cognition (Vygotsky, 1986;O'Loughlin, 1992;Hennessy, 1993;Hodson & Hodson, 1998). Furthermore, studies show that there is a significant correlation between PBL and improved critical thinking skills among students (Joyce et al, 2009;Drew, 2013).…”

Section: What Is Problem-based Learning (Pbl)?mentioning

confidence: 99%

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

Doğan¹

2017

JETS

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In 2016, the Program for International Student Assessment (PISA) showed that approximately 44.4% of students in Turkey obtained very low grades when their scientific knowledge was evaluated. In addition, the vast majority of students were shown to have no knowledge of basic scientific terms or concepts. Science teachers play a significant role in facilitating students' understanding of science, conceptions of scientific inquiry (SI) and the nature of science (NOS), and the transfer of those conceptions into classroom practice. Therefore, in this paper, I present my experiences of blending problem-based learning (PBL) and the history of science (HOS) with technological approaches. The study aimed to determine the effectiveness of this innovative approach in improving pre-service science teachers' SI views. The Views about Scientific Inquiry (VASI) questionnaire was used as a data collection tool . The findings showed that most of the views of pre-service science teachers improved for all SI items except "Consistent with data collected." The results also indicated that the teachers that used these approaches were able to overcome initial barriers in preparing lesson plans for teaching science and SI.

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Section: What Is Problem-based Learning (Pbl)?mentioning

confidence: 99%

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

Doğan¹

2017

JETS

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“…Although the CCSS specifically focus on college readiness, it can be questioned whether students in the early grades are capable of meeting these elevated standards. Drew (2012) suggests that because the intent of the CCSS is to outline academic content and not specifically what the students have to be taught, educators have the ability to teach in developmentally appropriate ways. For example, while kindergarten teachers are providing language and literacy experiences, the students can now compose through drawing, dictating, writing opinion pieces, personal responses to literature, informative/explanatory texts, and narratives.…”

Section: Affirmative Pedagogical Practicementioning

confidence: 97%

Empowerment through pedagogy: positioning service-learning as an early childhood pedagogy for pre-service teachers

Winterbottom

Mazzocco

2015

Early Child Development and Care

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Over the past decade early childhood education (ECE) teachers have faced increasing pressures to implement standardised tests in order to secure external validation and funding. In response, many teacher education programmes now focus heavily on positivistic training approaches, as opposed to more developmentally appropriate pedagogies [Winterbottom, C., & Lake, V. E. (2013) Cultivating leadership and responsibility in children. Exchange, 5,[36][37][38][39]. In this study, we examined the effectiveness of an alternative, servicelearning training approach based upon constructivist principles in Ohio. Specifically, 120 students in a university teacher education programme participated in semester-long service-learning group-based projects. Post-project assessments indicated remarkably positive student reactions to their experience in ways that relate to important pedagogy-related goals. We conclude with a recommendation to incorporate service-learning methodology into teacher training programmes.

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“…Penerapan pembelajaran berbasis masalah dapat meningkatkan partisipasi dan keterampilan berpikir kritis peserta didik dalam kegiatan kelas (Joyce, Weil, & Calhoun, 2015). Selain itu, terdapat korelasi yang signifikan antara kegiatan pembelajaran berbasis masalah dan keterampilan berpikir kritis yang dibutuhkan peserta didik pada abad 21 (Drew, 2012).…”

Section: Hasil Dan Pembahasan Konsep Pemikiran Pendidikan Dan Kebudayunclassified

Relevansi konsep pemikiran pendidikan dan kebudayaan George S. Counts dan Ki Hajar Dewantara dengan kompetensi peserta didik abad 21

Kawuryan

2019

civ.

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Penelitian ini bertujuan untuk mengontekstualisasikan pemikiran dua tokoh di abad 19 tentang pendidikan dan kebudayaan serta menemukan relevansi pemikiran tersebut dengan kompetensi peserta didik di abad 21. Penelitian ini merupakan kajian studi pustaka dengan menggunakan pendekatan analisis isi. Data dianalisis secara kualitatif dengan pendekatan induktif. Konsep pemikiran kedua tokoh saling berkaitan khususnya tentang empat poin pokok, yaitu tujuan pendidikan, fungsi pendidikan, proses pendidikan, dan peran pendidik. Konsep pemikiran tersebut masih relevan jika dikontekstualisasikan dengan kompetensi peserta didik di abad 21. Abad 21 menghendaki peserta didik memiliki keterampilan berpikir kritis, pemecahan masalah, dan kolaborasi. Tujuan pendidikan dipandang sebagai cara mengekspresikan peradaban yang dilayani dan mengusahakan kebudayaan yang berasas keadaban. Peradaban yang akan dilayani peserta didik di abad 21 adalah perpaduan pengetahuan, pemikiran, keterampilan inovasi, media, literasi Teknologi Informasi dan Komunikasi (TIK), dan pengalaman kehidupan nyata. Untuk itu diperlukan peran optimal pendidik dalam memvariasikan proses pembelajaran dengan menggunakan berbagai metode sehingga pendidikan dapat menjalankan fungsinya untuk mengatasi krisis sosial dan ketertinggalan budaya, sehingga mampu mempertinggi derajat kemanusiaan. Pendidikan juga harus selalu mewariskan kebudayaan dalam setiap prosesnya agar peserta didik memiliki keluhuran budi. ABSTRACT Keywords: Education Culture George S. Counts Ki Hajar Dewantara, competency 21st centuryThis research aims to contextualize the thoughts of two figures in the 19th century about education and culture and to find out the relevance with students in the 21st century. This research conducted a literature study with content analysis approach. Data are analyzed qualitatively with an inductive approach. The research results show that the concepts of thought of the two figures are interrelated, especially about the four main points, namely the purpose of education, the function of education, the educational process, and the role of educators. The concept of thought is still relevant if contextualized with the competence of students in the 21st century. The 21st century requires students to have critical thinking skills, problem-solving, and collaboration. The purpose of education problemsolving as a way of expressing the civilization served and cultivating a culture based on civilization. The civilization that will be served by students in the 21st century is a blend of knowledge, thought, innovation skills, media, information and communication technology literacy (ICT), and real-life experiences. For this reason, the optimal role of educators learning process using various methods to overcome social crises and cultural backwardness, to enhance humanity. Education also must always transmit the culture in every process so that students have nobility.

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Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st‐Century Literacy—Now

Cited by 61 publications

References 26 publications

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

Empowerment through pedagogy: positioning service-learning as an early childhood pedagogy for pre-service teachers

Relevansi konsep pemikiran pendidikan dan kebudayaan George S. Counts dan Ki Hajar Dewantara dengan kompetensi peserta didik abad 21

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