Key Skills for the 21st Century-an evidence-based review-part-4

8 Questions

What are the three main areas of focus for the frameworks discussed in the report?

The frameworks emphasize cognitive skills, social and emotional learning, and student dispositions.

Name three of the nine key skills emphasized in the report.

Critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, and grit or perseverance.

What is the definition of critical thinking according to the report?

Critical thinking is the ability to assess the value of information and make a conclusion.

How is creativity defined in the report?

Creativity is the production of something novel and useful in a social context.

What is the relationship between critical thinking and creativity, according to the report?

The transferability of both critical thinking and creativity is debated. Both skills require more than technical skills and involve important dispositions and related skills.

What is metacognition and how is it associated with academic performance?

Metacognition involves thinking about one's cognitive processes and is associated with improved learning and academic performance.

What is conscientiousness and how is it related to academic performance?

Conscientiousness is a form of self-discipline expressed as a diligent behavior based on self-control and application to a given problem, task, or activity. It is the only personality trait consistently associated with performance in school and higher education.

Why is transferability a contentious area of research in the context of key skills for the 21st century?

The question of transferability is the most contentious area of research because it is difficult to determine whether skills learned in one context can be transferred to another context.

Study Notes

The report provides an overview of different frameworks for key skills in education in the 21st century
The frameworks emphasize cognitive skills, social and emotional learning, and student dispositions
The report focuses on nine skills: critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, and grit or perseverance
Critical thinking is the ability to assess the value of information and make a conclusion
Creativity is the production of something novel and useful in a social context
The transferability of both critical thinking and creativity is debated
Both skills require more than technical skills and involve important dispositions and related skills
Critical thinking and creativity are well-researched skills, but more research is needed to determine their impact on student achievement and long-term outcomes
The report does not cover literacy and numeracy skills or ICT-related competencies
More analysis is needed to determine the helpfulness of the theoretical constructs for teachers and systems to use.- Creativity is accessible to all students with proper teaching conditions.
Creativity is a good predictor of future achievement.
Metacognition involves thinking about one's cognitive processes and is associated with improved learning and academic performance.
Metacognitive skills can be developed systematically within specific curriculum areas.
Problem solving involves selecting, applying, and monitoring strategies to solve problems.
Problem solving skills are malleable and can be improved within educational contexts.
Learning activities structured around problems to solve are beneficial for acquiring transferable cognitive skills.
Collaboration and cooperation are contentious skills with weak correlation to academic performance.
Social skills such as collaboration and empathy tend to have weak correlation with student grades.
The lack of association between interpersonal skills and academic achievement does not diminish their importance.- Academic achievement is not enough to consider skills as legitimate learning outcomes.
Collaboration in the classroom can foster student learning.
Motivation is a field of research with a longer history than most other skills.
Self-efficacy and locus of control underpin motivation.
Conscientiousness is a form of self-discipline expressed as a diligent behavior based on self-control and application to a given problem, task or activity.
Conscientiousness is the only personality trait consistently associated with performance in school and higher education.
Conscientiousness has a significant influence on achievement above and beyond IQ.
Personality traits can change over time and depend on developmental influences and social factors.
The evidence available for the ability to develop academic tenacity in the classroom is scant.
The question of transferability is the most contentious area of research.This text discusses the concepts of perseverance and grit, how they relate to academic performance, and their malleability. It also highlights the challenges of defining and measuring key skills for the 21st century, as well as the need for more research on the causal relationships between these skills and student outcomes. The text emphasizes the importance of considering the context and transferability of these skills when designing interventions and shaping the learning environment.