Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning
Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning
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DOI：
10.1016/j.stueduc.2021.101002
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发表时间：
2021-03-30
影响因子：
3.1
通讯作者：
Dori, Yehudit Judy
中科院分区：
文献类型：
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作者：
Lavi, Rea;Tal, Marina;Dori, Yehudit Judy
世纪的技能对于职业准备至关重要。我们调查了一所科学、技术、工程和数学（STEM）研究型大学（以色列理工学院）学生世纪技能的发展。我们设计了一份涵盖14项技能的自我报告问卷，并将其部署到大约1500名学生和校友中。受访者被要求根据他们在学习期间发展的程度对每项技能进行评分。领域一般技能得分高于STEM特定技能或软（人际）技能，而STEM特定技能得分高于软技能。内容分析揭示了九种教学方法，通过这些方法，技能得到了发展。四种主动方式对领域通用技能的影响较小，五种被动方式对领域通用技能的影响则是中等偏上。主动方法对STEM特定技能和软技能都有中等程度的影响，而被动方法对任何一组都没有影响。我们的贡献在于确定和匹配方法与技能。
21st century skills are essential for career readiness. We investigated the development of students' 21st century skills at a science, technology, engineering, and mathematics (STEM) research university: Technion - Israel Institute of Technology. We designed a self-reporting questionnaire covering 14 skills and deployed it to approximately 1500 students and alumni. Respondents were asked to rate each skill based on the degree to which it was developed during their studies. Domain-general skills scored higher than STEM-specific skills or soft (interpersonal) skills, whereas STEM-specific skills scored higher than soft skills. Content analysis revealed nine methods of teaching and learning through which skills developed. The four active methods had a small effect on domain-general skills, while the five passive methods had a medium-to-large effect on these skills. Active methods had a medium-size effect on both STEM-specific and soft skills, whereas passive methods had no effect on either group. Our contribution lies in identifying and matching methods to skills.