Problem-solving for STEM learning: navigating games as narrativized problem spaces for 21st century competencies

Jamaludin, Azilawati; Hung, David

doi:10.1186/s41039-016-0038-0

Cited by 59 publications

(34 citation statements)

References 12 publications

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“…Some systematic review studies (Akçayır and Akçayır 2018 ; Bond 2020 ; Låg and Sæle 2019 ; Lo and Hew 2017 ; O’Flaherty and Phillips 2015 ; Turan and Akdag-Cimen 2020 ; Zainuddin et al 2019a , b ; Zou et al 2020 ) collate and highlight the results of primary studies on the effectiveness of flipped learning on academic performance, student or staff satisfaction, level of engagement, active instructional strategies, and possible challenges. However, some of these reviews include studies with relatively short publication date coverage.…”

Section: Literature Reviewmentioning

confidence: 99%

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

2021

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As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.

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Section: Literature Reviewmentioning

confidence: 99%

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

2021

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“…It surely must follow that engaging STEM learners in ISP solving is important because we all need ill-structured problem-solving skills in order to cope with everyday life. Many researchers view ISP solving as a lifelong learning skill that we need to teach the twenty-first century learners (Facer, 2012;Jamaludin & Hung, 2017;King & Kitchener, 2004;NRC, 2012). To achieve this goal, STEM teachers need to ensure that ill-structured problem-based learning is meaningful, worthwhile and feasible, because a lack of relevance leads to a lack of motivation, which ultimately results in decreased levels of learning (Saavedra & Opfer, 2012).…”

Section: Why Should We Engage the 21 St Century Learners To Ill-strucmentioning

confidence: 99%

“…One important aspect of STEM teacher education is to equip learners to become competent problem solvers because of the dynamics of the job environments in which they will find themselves in the future. Literature on this topic offers compelling arguments for transforming the nature of problems that learners solve in STEM fields to better support the acquisition of twentyfirst century skills (Jamaludin & Hung, 2017;Netwong, 2018;NRC, 2012). Despite this, little emphasis is laid on teaching the skills and understanding involved in achieving these objectives.…”

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confidence: 99%

“…Certainly, ill-structured problem (ISP) solving is a prominent example of a twenty-first century skill, because the current and future global problems, as well as problems in our daily lives, are typically ill-structured. Therefore, the inclusion of essential twentyfirst century skills, such as learning how to solve difficult ill-structured problems and learning how to collaborate, can help STEM learners to address enduring or emerging issues confronting them (Facer, 2012;Jamaludin & Hung, 2017). If the twenty-first century learners' competencies and skills are to be properly instilled, we must clearly answer questions about the amount, appropriateness, and relevance of the nature of the problems to which we expose them.…”

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confidence: 99%

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Nature of problem-solving skills for 21st Century STEM Learners: What teachers need to know

Iwuanyanwu¹

2020

JSTE

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Since the emergence of the fourth industrial revolution which calls for a new model of learning for the twenty-first century learners, it has been argued that the nature of problems that learners must solve in science, technology, engineering and mathematics (STEM) must also be transformed to enable new forms of learning skills that are needed to tackle complex global challenges. However, the question of how best to teach these skills purposefully and explicitly is largely overlooked. STEM education reformers recognize that the lecture method or traditional method of teaching is highly ineffective for teaching twenty-first century competencies and skills that learners need to develop, yet widespread use of this approach continues. In today’s world, we need STEM graduates who are more sophisticated in understanding the uncertainty of knowledge through quasi-reflective thinking when there is uncertainty about a solution to a problem. For this to happen, STEM learners need skills such as critical thinking, decision-making, innovation, the ability to communicate new knowledge effectively, and the ability to solve various kinds of problems through negotiation and collaboration, all of which present a corpus of knowledge to be constructed and mastered in a learner-driven pedagogy. Therefore, rethinking the kind of problem-solving skills we teach twenty-first century learners is as crucial as identifying a suitable instructional model. This paper demonstrates how the domain of ill-structured problems-based learning may contribute to the development and mastery of twenty-first century competencies and skills, and advance the quality of learning through the argumentation model.

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“…Jamaludin (2017) in his research states that the development of an appropriate selfconcept opment in the 21st century is important for greater expertise in a person on metacognitive and self-reflective abilities. Med (1934) in Jamaludin (2017) explains the concept of self as a social construction that involves a level of awareness being considered another person in social terms. Students and teachers are able to integrate the social components that exist in the school environment and the environment where they live at the time of learning.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Writing Explanation Text Enrichment Book Containing 21st Century Competence for Senior High School Students

Badriyah¹,

Zulaeha

Wagiran

2020

seloka

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The formation of student personalities that can be developed with writing explanatory texts enrichment book containing 21st century competencies includes aspects of knowledge, skills, and personality that are integrated with 21st century competencies that students must master. This study aims to analyze the need for enrichment book development in writing explanatory text with 21st century competencies and the characteristics of enrichment book development for writing explanatory text with 21st century competence. The research method uses the Research and Development and uses six steps out of ten steps in the R&D method. The results obtained from this study were an analysis of the needs of students and teachers which were grouped based on question aspects, namely (1) material and content needs, (2) 21st century competency content needs, (3) presentation needs, (4) language needs. and (5) legibility and graphics needs. This needs analysis is to determine the tendency of the needs of students and teachers to the form of the enrichment book being developed. Then, the characteristics of the enrichment book are writing explanatory texts containing 21st century competencies according to the perceptions of students and teachers in accordance with the principles of content feasibility, presentation feasibility, linguistic feasibility, and graphic feasibility. In addition, teachers and students are very in accordance with the form of the book that is being made easy to carry. Therefore, the development of an enrichment book to write explanatory texts containing 21st century competencies is in accordance with the wishes of teachers and students in using a learning resource.

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Problem-solving for STEM learning: navigating games as narrativized problem spaces for 21st century competencies

Cited by 59 publications

References 12 publications

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

Nature of problem-solving skills for 21st Century STEM Learners: What teachers need to know

Characteristics of Writing Explanation Text Enrichment Book Containing 21st Century Competence for Senior High School Students

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