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Optimizing K-14 Instruction to Infuse 21st Century Skills

  • Deborah Day (a1) (a2), Cindy Guo (a1), Nicole Ferrari (a3), Heather Edgecumbe (a2) (a4) and Christine Broadbridge (a2) (a4)...

Abstract

This multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

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Optimizing K-14 Instruction to Infuse 21st Century Skills

  • Deborah Day (a1) (a2), Cindy Guo (a1), Nicole Ferrari (a3), Heather Edgecumbe (a2) (a4) and Christine Broadbridge (a2) (a4)...

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