Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools

Autor/inn/en	Budiarti, Marini; Macqueen, Suzanne; Ferguson-Patrick, Kate; Reynolds, Ruth
Titel	Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools
Quelle	In: Journal of International Social Studies, 11 (2021) 1, S.33-62 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Global Approach; Global Education; 21st Century Skills; Student Projects; Active Learning; Extracurricular Activities; Foreign Countries; Teaching Methods; Student Centered Learning; Constructivism (Learning); Communication Skills; Cooperation; Critical Thinking; Problem Solving; Creative Thinking; Skill Development; Indonesia; Africa + Suchen Sie Ihr Suchwort? Globales Denken; Globales Lernen; Schulprojekt; Aktives Lernen; Außerunterrichtliche Aktivität; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kommunikationsstil; Co-operation; Kooperation; Kritisches Denken; Problemlösen; Kreatives Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Indonesien; Afrika
Abstract	Although developing the 21st century skills of Communication, Collaboration, Critical Thinking, and Creativity have been seen as an important foundation of 21st century teaching and learning, there have been difficulties identified in 4Cs implementation in schools. Primarily, issues associated with an overcrowded and disjointed curriculum, a continued focus on teacher-centered teaching, and lack of encouragement of independent student inquiry have been identified. However, initial studies have identified Global Project-Based Learning (Global PBL) in extracurricular activities (ECA) as a promising approach to incorporating the 4Cs in an authentic and sustainable manner. It is also consistent with the core competencies of Global Citizenship. This investigation of a Global PBL approach in Indonesia, linking with educators in an African country as part of the 2013 Indonesian curriculum, clarifies some key teaching focuses within the 4Cs teaching strategies to enhance teacher planning. Additionally, it identifies teacher and student perspectives on key functions of Global PBL in augmenting the 4Cs. Working closely together in pursuing a successful Global PBL project, teachers and students had different views of their level of attainment of the skills of the 4Cs. However, it was evident that learner-centered, constructivist, and reflective approaches to teaching and learning did promote all the 4Cs in one project. An understanding of the challenges and opportunities based on the findings of this research can serve as a guide for educators who wish to transfer Global PBL activities to classroom activities. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01