Este libro describe un importante conjunto de habilidades clave que aumentan el aprendizaje mas profundo, la preparacion para la universidad y la carrera, el aprendizaje centrado en el estudiante y el pensamiento de orden superior. Estas etiquetas incluyen habilidades cognitivas y no cognitivas, como pensamiento critico, resolucion de problemas, colaboracion, comunicacion efectiva, motivacion, persistencia y aprender a aprender. Las habilidades del siglo XXI tambien incluyen creatividad, innovacion y etica que son importantes para el exito posterior y pueden desarrollarse en entornos de aprendizaje formales o informales. Este informe tambien describe como estas habilidades se relacionan entre si y con las habilidades y contenidos academicos mas tradicionales en las disciplinas clave de lectura, matematicas y ciencias. Educacion para la vida y el trabajo: Desarrollar conocimientos y habilidades transferibles en el siglo XXI resume los hallazgos de la investigacion que investiga la importancia de tales habilidades para el exito en la educacion, el trabajo y otras areas de responsabilidad adulta y que demuestra la importancia de desarrollar estas habilidades. en la educacion K-16. En este informe, se identifican caracteristicas relacionadas con el aprendizaje de estas habilidades, que incluyen desarrollo profesional docente, curriculo, evaluacion, programas extraescolares y extraescolares y centros de aprendizaje informal como exhibiciones y museos.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work on scaffolded tools, scaffold design, and the impact of scaffolding, the field has not yet converged on a common theoretical framework that defines rationales and approaches to guide the design of scaffolded tools. In this article, we present a scaffolding design framework addressing scaffolded software tools for science inquiry. Developed through iterative cycles of inductive and theory-based analysis, the framework synthesizes the work of prior design efforts, theoretical arguments, and empirical work in a set of guidelines that are organized around science inquiry practices and the challenges learners face in those practices. The framework can provide a basis for developing a theory of pedagogical support and a mechanism to describe successful scaffo...

A Scaffolding Design Framework for Software to Support Science Inquiry

This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LB...

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Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice

The global urgency to improve STEM education may be driven by environmental and social impacts of the twenty-first century which in turn jeopardizes global security and economic stability. The complexity of these global factors reach beyond just helping students achieve high scores in math and science assessments. Friedman (The world is flat: A brief history of the twenty-first century, 2005) helped illustrate the complexity of a global society, and educators must help students prepare for this global shift. In response to these challenges, the USA experienced massive STEM educational reforms in the last two decades. In practice, STEM educators lack cohesive understanding of STEM education. Therefore, they could benefit from a STEM education conceptual framework. The process of integrating science, technology, engineering, and mathematics in authentic contexts can be as complex as the global challenges that demand a new generation of STEM experts. Educational researchers indicate that teachers struggle to make connections across the STEM disciplines. Consequently, students are often disinterested in science and math when they learn in an isolated and disjoined manner missing connections to crosscutting concepts and real-world applications. The following paper will operationalize STEM education key concepts and blend learning theories to build an integrated STEM education framework to assist in further researching integrated STEM education.

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A conceptual framework for integrated STEM education

Engineering as a profession faces the challenge of making the use of technology ubiquitous and transparent in society while at the same time raising young learners' interest and understanding of how technology works. Educational efforts in science, technology, engineering, and mathematics (i.e., STEM disciplines) continue to grow in pre-kindergarten through 12th grade (P-12) as part of addressing this challenge. This article explores how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities. We present several promising instructional models for teaching engineering in P-12 classrooms as examples of how engineering can be integrated into the curriculum. While the introduction of engineering education into P-12 classrooms presents a number of opportunities for STEM learning, it also raises issues regarding teacher knowledge and professional development, and institutional challenges such as curricular standards and high-stakes assessments. These issues are considered briefly with respect to providing direction for future research and development on engineering in P-12.

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Advancing Engineering Education in P-12 Classrooms

Learning by Design (Hmelo, Holton, & Kolodner, 2000; Kolodner, Crismond, et al., 2003; Kolodner et al., 1998; Kolodner, Gray, & Fasse, 2003) is a
project-based inquiry approach to science education for middle school
(ages 12-14; grades 6-8) where students learn science content and skills in
the context of achieving design challenges. For example, to learn about
erosion, its sources, and ways of managing it, students design an erosionmanagement solution for a basketball court to be built at the bottom of a
hill. To learn about forces and motion, they design a miniature vehicle and
its propulsion system that can navigate several hills on its own power. The
approach is highly collaborative and highly reflective. Students engage in
much “doing”; they also spend much time discussing their reasoning, justifying their decisions, and articulating the ways to engage skillfully in the
practices of scientists. A variety of approaches to scaffolding are embedded
in the approach to promote successful interpretation of experiences, extraction of science content and practices embedded in their experiences,
and the kinds of reflection that result in transfer. All units focus on skills
learning-learning the skills and practices that scientists and engineers engage in on a regular basis-in addition to learning science content.

Promoting Deep Science Learning Through Case-Based Reasoning: Rituals and Practices in Learning by Design Classrooms

While elements of the Learning by Design program have been under development formany years, the units and rituals were first piloted as an integrated curriculum in the spring of1997. Four teachers in four middle schools in the greater metropolitan area of a large cityvolunteered to “try it out” in their classrooms. With the benefit of a weekend workshop andlesson plans that were occasionally faxed to them just minutes before their classes met, thesebrave teachers allowed us to track their progress. It is from them, and from the teachers whohave followed them, that we learned what was needed to make LBD viable. It was from themthat we discovered that teachers would need as much scaffolding in methods as students, in bothmethods and content, if they were to successfully convert their classrooms and their mindsets toan inquiry-based approach.Consistent among our participant teachers has been a desire to find a better way to teachor, better still, a better way for their students to learn. They are hopeful, and then subsequentlyconvinced, that Learning by Design provides a vehicle for this to happen. Creating the cultureis critical to its success and this requires extensive retooling of teacher habits. In this paper, wewill discuss some of our findings related to teacher needs in the LBD classroom. We willdescribe some of the techniques that we have incorporated to help teachers learn a new way ofmanaging the classroom.

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Scaffolding Teacher's Development Through Curriculum Materials

We describe the activities that make up a new series of design oriented earth science unit for middle school. These units are currently under development and testing.

Modeling and Case-Based Reasoning in Support of Reflective Inquiry in Earth Science

Encouraging middle school students to practice reflection, self assessment, and recognition that skills for life-long learning develop across time are the goals for our handbook.

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Jackie Gray

Papers

Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice

Promoting Deep Science Learning Through Case-Based Reasoning: Rituals and Practices in Learning by Design Classrooms

Scaffolding Teacher's Development Through Curriculum Materials

Modeling and Case-Based Reasoning in Support of Reflective Inquiry in Earth Science

A Survival Guide: The Student Success Handbook for Learners in Project Based Science Environments