Optimizing K-14 Instruction to Infuse 21st Century Skills
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Optimizing K-14 Instruction to Infuse 21st Century Skills Deborah Day 1,2, Cindy Guo 1, Nicole Ferrari 4, Heather Edgecumbe 2,3, Christine Broadbridge 2,3 1 Science Research Program, Amity Regional High School, Woodbridge, CT, United States. 2 Dept. of Physics, Southern CT State University, New Haven, CT, United States. 3 Center for Research on Interface Structures and Phenomena (CRISP), CRISP at Yale/SCSU, New Haven, CT, United States. 4 Office of Assessment and Planning, Southern CT State University, New Haven, CT, United States. 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. INTRODUCTION In our current 21st century workforce, there is a demand for advancement in areas such as renewable energy, advanced materials, national security, and human welfare. As a nation, we must remain globally competitive by producing a highly skilled, well-educated workforce.1 In order to best prepare the next generation, Science, Technology, Engineering and Math (STEM) related investments must be made in our current educational system, in particular, to achieve the national goal of expedited materials innovation. In the age of globalization, a concerted effort by various stakeholders has been established with hopes of providing a diversity of enriching opportunities for Americans to maintain a globally competitive position. Such investments include an examination of our current educational system to ensure a highly-skilled, well-educated workforce for the 21st Century. In order to meet the demands of the next generation, graduating students must acquire
necessary skills for success in the workforce. K-12 educational frameworks such as the Common Core standards, 21st Century Sk
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