10. Teacher Education Research
Paper
Developing Students' Research Skills Through the Integration of Subjects (stem)
Venera Manasheva, Gulmira Bessenbayeva, Makpal Mukanova, Zhalyn Mozhanov, Bibinur Sebepbaeva, Nazerke Zhumabayeva
Nazarbayev Intellectual School of Chemical and Biology in Almaty
Presenting Author: Manasheva, Venera;
Mukanova, Makpal
To thrive in a dynamically changing world, it is necessary to develop research skills. Because research skills help people to think critically and evaluate the information they receive. The ability to conduct research and analyze data helps us distinguish true and reliable information from fake news and manipulation, independently search for new information, analyze it and apply it to our work or personal life.
Research skills promote innovation and the development of new ideas. Research allows us to discover new knowledge and discover new aspects in all areas. As a result, thanks to this, society can develop and improve its standard of living, can solve complex problems, and find innovative solutions to existing problems.
A quality science, technology, engineering, and mathematics (STEM) education is vital to students' future success. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experience, and training that teachers need to effectively teach integrated STEM education [1].
STEM education integrates various subjects - science, technology, engineering, and mathematics. This helps students understand how these subjects are interrelated and applied in practice.
STEM education is also designed to prepare students for current and future professions related to science, technology, engineering, and mathematics fields. This allows students to be competitive in the labor market and successfully adapt to rapidly changing technologies.
The goal of STEM education is to create scientifically literate people who can survive in the global economy [2].
Action research was conducted in middle and high schools over a 3-year period to improve teaching practice and develop students' research skills through the integration of science subjects [3]. The study was conducted at the Nazarbayev Intellectual School of Chemical and Biological Directions in Almaty by teachers of natural science subjects: chemistry, biology, physics, computer science, geography, and mathematics. Middle and high school students (150 students from grades 7 to 11) took part in the study.
The purpose of the study was to develop students' research skills in two ways:
1. Conducting integrated lessons (20) of chemistry, biology, physics, computer science, geography, and mathematics through “Problem based Learning” and “Project based Learning”.
2. Development of scientific STEM projects (18) through “Project based Learning”.
Students in most secondary schools struggle with learning math and science. [4]
A total of 150 middle and high school students and 6 subject teachers took part in the study. A survey of students was conducted to identify difficulties in extracurricular scientific design.
Based on the results of the survey, it was revealed that 92% of students experience difficulties in carrying out scientific project work. 85% of students indicated that they needed help from the teacher when planning and executing scientific design. Also, 73% of students noted that overload with academic subjects and lack of time make it difficult to successfully complete scientific design.
To the open question “What skills and knowledge are needed to successfully complete projects?” Students rated the following three research skills as the most important:
1. Determination of the topic (area) of research.
2. Planning and conducting scientific research.
3. Determining the novelty of the research.
In this connection, the authors decided to develop an algorithm for conducting scientific design by schoolchildren and developing students’ research skills in lessons and extracurricular activities.
Methodology, Methods, Research Instruments or Sources UsedThe teacher-authors planned integrated lessons in chemistry, biology, physics, computer science, mathematics and geography using elements of STEM education to develop the research skills of middle and high school students.
Laboratory and practical work was carried out according to the proposed algorithm.
The lessons were carried out based on the problematic question, then the students formulated a hypothesis for solving the problematic issue. During the lesson, students complete a series of tasks prepared by the teacher. Solutions to these problems lead students to solving the problematic question asked at the beginning of the lesson.
Design was implemented in class through the implementation of mini-project tasks with the creation of the final product, as well as through extracurricular work - scientific design.
In the 11th grade, a STEM chemistry lesson was held, integrated with biology and ICT on the topic “Alcohol production”. The purpose of the lesson was to study the fermentation process. Students in groups independently planned and carried out an experiment, observed the fermentation process under different conditions, recorded the results of the study and presented them in the form of a graph, EXCEL table using ICT skills. At the end of the lesson, students determined the optimal conditions for producing alcohol and compared them with the industrial method of ethylene hydration.
In the 9th grade, another STEM mathematics lesson was held, integrated with biology, geography, and ICT on the topic “Geometric progression”. Students were offered tasks related to life situations. So, for example, they looked at the example of the growth of bacteria, the spread of disease, and the growth of the population in each micro district in geometric progression.
In the 11th grade, a STEM biology lesson was held, integrated with chemistry, physics and geography and art on the topic “Occurrence of oncological neoplasms.” The purpose of the lesson was to identify factors that cause cancer development. Students in groups investigated the destruction of the ozone layer, the mechanism of destruction of ozone to oxygen under the influence of CFC and proposed an alternative solution to the problem. Another group of students researched the influence of bad habits that cause cancer and suggested ways to solve the problem. Students in the third group studied the process of the appearance of a cancer cell at the cellular level because of disruption of the cell cycle.
Conclusions, Expected Outcomes or FindingsAs a result of the research, the authors came to the following conclusions.
The lessons, based on problem-based learning, allowed students to develop problem-solving skills, which gives them the opportunity to confidently make decisions when faced with problematic everyday tasks.
Students prepared scientific projects under the guidance of subject teachers using the proposed algorithm for conducting scientific research. The result is the participation of students in scientific project competitions among schoolchildren.
A series of STEM lessons developed students' research skills. Carefully planned lessons together with colleagues created conditions for students to solve assigned tasks and problematic issues and achieve lesson goals, as well as create mini projects in class.
The algorithm proposed by the authors for conducting laboratory and practical work allowed students to successfully plan and conduct research on time.
Based on the lessons taught and the projects prepared, students demonstrated their research skills, because of which students can independently plan and conduct experiments, explore the mechanisms and patterns of natural phenomena and processes, and can use the acquired knowledge in solving situational problems and problematic issues.
We consider the results of the study successful, since the developed teaching method, correctly selected resources, and assessment tools correspond to the goals and expected results of the study of practice in action and are confirmed by the achievement of learning goals by all students.
As a result of processing the data obtained, practical recommendations were proposed - algorithms for teachers to develop students' research skills.
References1.Considerations for Teaching Integrated STEM Education Micah Stohlmann, Tamara J. Moore, and Gillian H. Roehrig University of Minnesota, Twin Cities. Journal of Pre-College Engineering Education Research 2:1 (2012) 28–34. DOI: 10.5703/1288284314653
2.Karahan E., Canbazoglu Bilici S., Unal A. Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education //Eurasian Journal of Educational Research. – 2015. – Т. 60. – С. 221-240.
3.Corey S. M. Action research to improve school practices. – 1953.
4.Kuenzi J. J. Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. – 2008.
5.Avison D. E. et al. Action research //Communications of the ACM. – 1999. – Т. 42. – №. 1. – С. 94-97
10. Teacher Education Research
Paper
"Steam Education Through Music. Science Teaching and Sonification in an Italian High School"
Valeria Rossini, Giacomo Eramo, Serafina Manuela Pastore, Mario De Tullio, Alessandro Monno, Ernesto Mesto
University of Bari "Aldo Moro", Italy
Presenting Author: Rossini, Valeria
In recent years, global society has faced important challenges that have severely undermined its fundamental values and principles: increased global competition, migration, climate change, environmental threats, economic crises, Covid-19 pandemic, and wars. In this scenario, the social value of science has been strengthened as an expression of an interconnected knowledge on which it is necessary to invest in the perspective of active citizenship and sustainable development.
People all over the world need to understand the changes caused by human activity on Earth, and to find a solution to guarantee the peaceful coexistence of human being and living things. Mathematical, technical, and scientific competences are fundamental to solve a range of problems in everyday situations and to explain the natural world by observation and experimentation.
Ever since Yakman first used the acronym of STEAM at the beginning of the 21st century, STEAM has become a buzzword in the field of education, despite it being a complex and controversial notion (Martín-Gordillo, 2019; Perignat & Katz-Buonincontro, 2019). The interest in this field can be traced back to the 1990s when the US National Science Foundation (NSF) formally included engineering and technology with science and mathematics in undergraduate and K-12 school education (National Science Foundation, 1998). It coined the acronym SMET (science, mathematics, engineering, and technology) that was subsequently replaced by STEM (Christenson, 2011). However, a consensus has not been reached on the disciplines included within STEM (Li et al., 2020).
Further ambiguities have emerged in the transition from STEM to STEAM. The difference between STEAM and STEM (Martín-Páez et al., 2019) lies in the inclusion of the A for arts, which encompasses various disciplines belonging to the humanities, social sciences, and fine arts (Bautista, 2021).
Despite STEAM education is considered a priority in the international educational policies, and upon of increased labour market demand for qualified scientific skills, there are still difficulties in teaching STEAM: low attractiveness from students, strong gender bias in the approach to these subjects and in the careers development, lack of inclusion of disadvantaged people.
So, the main purposes of STEAM education is:
- attracting more students and teachers to STEAM education through a global approach from primary to adult education;
- breaking down the barriers between subjects to integrate school curriculum and vocational guidance;
- developing teacher training activities to improve the quality of STEAM education;
- reducing the inequalities in the access of scientific studies and carriers for women, ethnic minorities, and people with disabilities.
STEAM Education is characterized by seeking meaningful learning, eliciting students’ convergent and divergent thinking (Yakman & Lee, 2012). STEAM is also characterized by granting students an active, constructive, and critical role in their learning and fostering collaborative work, while the teacher adopts the roles of advisor, counselor and/or guide (Thuneberg et al., 2018).
The paper describes a research project aimed to enhance the teaching of STEAM in the secondary education, focusing on the development of innovative pedagogical strategies using musical and artistic approaches, such as sonification.
Sonification is defined as the encoding of data into nonspeech sounds organized by an algorithm which ensures an objective, systematic, reproducible, and repeatable output (Hermann, 2008). In the last three decades, literature has presented a lot of examples of the relevance of the associations between sounds and science (Godwin, 1992). Several sonification strategies are documented in STEM education. Basically, all these strategies imply the use of digital sound and computer aided output (Supper, 2015), although the use of body percussion and instrumental performance of sonification is also attested (Eramo et al., 2022).
Methodology, Methods, Research Instruments or Sources UsedThe research is included in the qualitative research paradigm firstly interested to the investigation of students’ and teachers’ conceptions of STEAM education. In May 2022, 4 sonification workshops were done in a Southern Italian’s high school.
Data were collected through 6 focus-groups interviews undertaken respectively with 2 classes composed by 41 students and 7 experts involved in the sonification workshops focused on learning minerology and biology through auditory software and body percussion.
The focus-group interview track for students comprised 6 questions divided in 3 main sections:
student perceptions of science learning;
practices of science teaching;
results of the sonification workshops.
The focus groups interviews were arranged in person. The interviews were recorded as audio and data was then transcribed and analysed.
As a starting point, the results considered each of the above-mentioned sections.
Most of the interviewed students reported different definitions of science, ranging from a simplistic interpretation to a more sophisticated.
Students’ active involvement was the most frequently positive aspect of the sonification experience reported by our interviewees.
Referring to the relationship between music and science, students reported that music makes scientific learning more interesting and facilitates the understanding of complex concepts. However, some students reported that music is useful only as a memorization strategy.
When asked to reflect on the relationship about the gender gap and science achievements, participants had very different perceptions. While some students affirmed to not see this problem in their school, other students reported teachers’ stereotypes in the assessment. However, in both cases, music was not considered as an effective solution to reduce the gender gap.
For students, the weaknesses of the experience referred to two main aspects: the length of time of the proposed activities (realized in the afternoon), and the imbalance between theory and practice.
Reflecting on the implementation of the sonification model, the experts recognized the need to better align their activities with school’s curriculum design and teachers’ learning goals. Furthermore, the sonification strategies would be more responsive to students’ learning needs, especially in terms of classroom management. Another important aspect to consider is the musical competences of students. Having students with a different music literacy can be challenging for experts and discriminating for students. Thus, the activities must be carefully planned and developed, to design a rigorous teaching model of STEAM education that can be disseminated and implemented in the national and international school system.
Conclusions, Expected Outcomes or FindingsThis research aimed to contribute to a deeper understanding of school factors that foster learning of scientific subjects, developing a “soundtrack” of natural phenomena and processes that can be used to create aural models for educational purposes.
The main findings we found concern the evidence that music make learning more motivating and fun. At the same time, research in this field must continue to explore the connection between students’ aspirations and scientific attitudes and achievements.
Moote et al. (2020) use the term aspiration to refer to the future-orientated hopes and ambitions, recognizing that the nature and content of aspirations can vary widely between individuals and across time and place. For instance, Mujtaba and Reiss (2016) found that school experiences shaped student aspirations to continue with physics and/or math.
Despite the growing corpus of STEAM research, the prevailing educational model in schools, especially in secondary education, continues to be the disciplinary model, where curriculum subjects are taught independently and in isolation (Bautista et al., 2018). In fact, one of the fundamental barriers towards STEAM is the low level of teachers’ preparation to design and deliver integrated curricula, within equipped school contexts.
In this perspective, STEAM education must be improved to enhance the value of scientific thought that, far from being a corpus of dogmatic information, constitutes a mental habitus that connects principles and rules to solve problems even in the professional life. Thus, teacher education is certainly fundamental to help teachers to reinforce the creative, flexible, critical, logical, and complex thinking that they should promote in their students. There is no doubt that, without a radical change in the way technological and scientific subjects are taught, it will always be difficult to encourage especially disadvantaged students to choose to work in science.
ReferencesBautista, A. (2021). STEAM education: contributing evidence of validity and effectiveness. Journal for the Study on Education and Development, 44(4), 755-768.
Bautista, A., et al. (2018). Student-centered pedagogies in the Singapore music classroom: A case study on collaborative composition. Australian Journal of Teacher Education, 43(11), 1-25.
Christenson, J. (2011). Ramaley coined STEM term now used nationwide. Winona Daily News. Available at http://www.winonadailynews.com/news/local/article_45
7afe3e-0db3-11e1-abe0-001cc4c03286.html.
Eramo, G. et al. (2022). The sound of science(s): a sound-based project for inclusive steam education and science communication. In EDULEARN22 Proceedings (pp. 7130-7134). IATED: Palma, Spain.
Godwin, J. (1992). The Harmony of the Spheres: The Pythagorean Tradition in Music. Inner: Rochester, Vermont.
Hermann, T. (2008). Taxonomy and definitions for Sonification and Auditory Display. Available at http://hdl.handle.net/1853/49960.
Li, Y. et al., (2020). Research and trends in STEM education: a systematic review of journal publications. International Journal of STEM Education, 7(1), https://doi.org/10.1186/s40594-020-00207-6.
Martín-Gordillo, M. (2019). STEAM(E). Escuela. Available at http://maculammg.blogspot.com/2019/10/steame.html.
Martín-Páez, et al., (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822, https://doi.org/10.1002/sce.21522.
Moote, J. et al., (2020). Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18. J Res Sci Teach, 57(8), 1228-1249, https://doi.org/10.1002/tea.21628.
Mujtaba, T., & Reiss, M.J. (2016). “I fall asleep in class … but physics is fascinating”: The use of large-scale longitudinal data to explore the educational experiences of aspiring girls in mathematics and physics. Can J Sci Math Techn, 16(4), 313–330, https://doi.org/10.1080/14926156.2016.1235743.
NSF (1998). Shaping the Future. Volume II: Perspectives on Undergraduate Education in Science, Mathematics, Engineering, and Technology. NSF: Arlington, VA.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: an integrative literature review. Thinking skills and creativity, 31, 31-43, https://psycnet.apa.org/doi/10.1016/j.tsc.2018.10.002.
Supper, A. (2015). Sound Information: Sonification in the Age of Complex Data and Digital Audio. Information & Culture, 50(4), 441–464, http://dx.doi.org/10.1353/lac.2015.0021.
Thuneberg, H.M. et al., (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153-160, https://doi.org/10.1016/j.tsc.2018.07.003.
Yakman, G., & Lee, H. (2012). Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea. Journal of the Korean Association for Research in Science Education, 32(6),1072-1082, http://dx.doi.org/10.14697/jkase.2012.32.6.1072.
Yakman, G. (2008). STΣ@M education: an overview of creating a model of integrative education. Available at http://www.steamedu.com/2088_PATT_Publication.pdf.
10. Teacher Education Research
Paper
A Study of the Impact of Integrating STEM Technology into Chemistry Teaching on 21st-Century Students' Skills
Nurbolat Toktamys1,2, Nadyra Abzhaliyeva1, Bibigul Shagrayeva2
1Nazarbayev Intellectual School in Turkestan, Kazakhstan; 2South Kazakhstan State Pedagogical University (PhD), Kazakhstan
Presenting Author: Toktamys, Nurbolat;
Abzhaliyeva, Nadyra
Abstract. Through the integrated, interdisciplinary learning approach known as STEM, academic scientific and technical concepts are explored in the context of real-world situations. The student gains the ability to solve several problems and design prototypes for new mechanisms, procedures, and programs within the scope of the installations of this method. The article describes a study designed to determine the efficacy of integrating the STEM approach into 10th-grade chemistry lessons as part of the updated curriculum based on student's progress in developing 21st-century skills as measured by the Cambridge Assessment. The findings demonstrated that the integration of STEM technology into chemistry classes had a positive impact on participants' 21st-century skills, such as research, critical thinking, and teamwork as well as academic performance. Simultaneously, it has been proven that the application of STEM teaching increases students' motivation to study science and conduct research in extracurricular activities. The implementation of the method will facilitate the establishment of strong connections between schools, society, and the global community, which will enhance STEM literacy and competitiveness in the world economy.
Because of their vital function in developing and sustaining the current labour market, the subjects of science, technology, engineering, and mathematics (STEM) enjoy a leading position in modern society. Indeed, according to research by the Bureau of Labor Statistics, growth in STEM occupations is expected to reach 8% by 2029, while global job growth is expected to reach 3.9% [1]. The increased reliance on technology and the requirement for individuals with 21st-century skills and knowledge in these areas to succeed in the contemporary labour market are the main drivers of the growth in demand for STEM occupations [2]. Consequently, STEM education is essential in preparing students for enduring changes in the world by equipping them with the necessary skills to comprehend technological advancements in the 21st century.
STEM education, according to Mobley (2015), is “an educational approach in which interdisciplinary applications are made to solve problems in real life and links to different disciplines are created” [3]. STEM education is emerging as an interdisciplinary concept that combines science, technology, engineering, and math into one course. Importantly, it is acknowledged that the best methods for integrating authentic STEM into the classroom are interdisciplinary and transdisciplinary approaches to STEM integration, which apply knowledge and skills from two or more STEM disciplines to real-world problems and deepen understanding [4]. Many industries now demand that candidates possess modern skills, such as problem-solving abilities in a short time, critical thinking skills, responsibility, teamwork, communication and collaboration, etc. [5]. Despite the existence of a variety of skills, there is no single widely accepted definition and type of ‘21st Century skills’. The works of methodological scientists are devoted to the study of 21st-century skills: Silva, E. [6], Binkley, M., Erstad, O., Herman, J. [7], Kaufman, J. C. [8], Dede, C. [9], etc. We identified the following skills as modern life skills in our study by reviewing many recent literature articles:
- Critical thinking;
- Creativity and collaboration;
- Teamwork;
- Research skills.
In this paper, the findings of a study on how STEM education affects individuals' so-called 21st-century skills are compiled and analyzed. The question of how the development of such skills in young people can best be supported is considered in depth. Techniques include STEM-integrated teaching; developing each subject plans that specifically address 21st-century skills in chemistry for the tenth grade; subject-based assessments; nurturing skills in extracurricular activities, and independent research projects in the workplace and research communities. The results of the summative assessment of 21st-century skills are also considered.
Methodology, Methods, Research Instruments or Sources UsedWe selected focus groups in two identical circumstances to investigate the effects of integrating STEM technologies into the chemistry classroom on the development of 21st-century skills. The age characteristics and abilities of the children in this group were identical. The following research techniques were employed: survey, assessment of students' academic performance, degree of accomplishment, and involvement in extracurricular activities.
24 students from two focus groups participated in the survey. The questionnaires focused on the complexities and advantages of using STEM technology, as well as on getting recommendations on the optimization of work. As a result of the questionnaire, the following aspects were identified: the effectiveness and complexity of learning a new topic in the form of a mini-project in small groups and individually, the importance of the connection of the topic with interdisciplinarity, the preservation of systematic in the learning. The survey results confirm the effectiveness of the use of STEM technology in chemistry lessons.
However, not all students agree with this idea and find out its causes and influencing factors. Some students noted that the reason for this was a lack of interest in scientific research. In addition to STEM technology, STEAM technology is integrated into the lesson for this type of student.
To determine the impact of the use of STEM technology in the chemistry lesson on academic education, the outcome of Cambridge assessments (GCSE) by focus groups for the 1st and 2nd terms were analysed.
The analysis data is presented in the form of a graph and shows the academic effectiveness of classes when conducted using STEM technology for the 1st focus group and without STEM technology for the 2nd group under the same conditions. Academic performance in the first focus group was 29% greater than that in the second focus group after the experiment.
The work on the formation and development of skills of the 21st century through STEM technologies has also increased the level of research, critical thinking, communication and collaboration with society of the 1st focus group. This is evidenced by the extracurricular activities and achievements including, research projects and, the olympiads of 1st focus group’s students since September 2023 in the table.
According to students' feedback, integrating STEM technology into the curriculum not only helps students develop 21st-century skills but also increases their confidence.
Conclusions, Expected Outcomes or FindingsAs a result of the study, it was observed that this integration of STEM technology into chemistry classes had a great contribution to the students’ 21st-century skills, including research, critical thinking, and teamwork as well as the participants’ academic performance. According to independent evaluations, students who learned a subject for one hour of theoretical instruction and three hours of hands-on experience with STEM technology scored higher on knowledge assessments than those who received only traditional instruction (approach). These results show that the integration of STEM technology into chemistry can be a potentially effective tool for developing modern real-life skills.
It is planned to introduce the following recommendations:
1. When it comes to the range of new objects, STEM technologies must be integrated as much as possible. Students gain modern skills from this that enable them to apply their knowledge to other subjects.
2. Examination of students' extracurricular involvement, academic performance, and social activities. This is due to the study's findings, which indicate that students who have little interest in social work typically perform badly.
3. Assemble an innovative research team made up of educators and learners to keep an eye on and encourage the volume of work being done to integrate STEM technologies. To incorporate strategies for enhancing students' academic knowledge, social issues, and social settings into the particular aims and objectives of the research team.
STEM is an interdisciplinary and project-based approach to learning that will enable students to strengthen their research scientific and technological capabilities and develop critical, and creative thinking, problem-solving, communication and teamwork skills. That is why this method can be applied to chemistry lessons to establish 21st-century skills within the framework of an updated curriculum of the content of education, as well as to improve the understanding of the learning material and student performance.
References1. Alan Zilberman and Lindsey Ice, “Why computer occupations are behind strong STEM employment growth in the 2019–29 decade,” Beyond the Numbers: Employment & Unemployment, vol. 10, no. 1 (U.S. Bureau of Labor Statistics, January 2021), https://www.bls.gov/opub/btn/volume-10/why-computer-occupations-are-behind-strong-stem-employment-growth.htm
2. Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., RamboHernandez, K. E., Chen, T. W., & de Miranda, M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design intervention. International Journal of Technology and Design Education, 24(1), 107-120.
3. Mobley, Monica Clutch, "Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework. " PhD diss., University of Tennessee, 2015.https://trace.tennessee.edu/utk_graddiss/3354
4. STEM Task Force Report. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education. Dublin, CA: Dedicated to Education Foundation.
5. Uluyol, Ç., & Eryılmaz, S. (2015). Evaluation of FATIH Project in the Consideration of 21st Century Skills. Gazi University Journal of Gazi Educational Faculty, 35(2), 210-229.
6. Silva, E. (2009) Measuring skills for 21st-century learning. Phi Delta Kappa, 90(9), 630- 634.
7. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M. & Rumble, M. (2010) Defining 21st Century skills. Draft white paper. Part of a report to the Learning and Technology World Forum 2010, London.
8. Kaufman, J. C., & Sternberg, R. J. (Eds.). (2010). The Cambridge handbook of creativity. Cambridge University Press.
9. Dede, C. (2010). Comparing frameworks for 21st-century skills. In J. Bellanca & R. Brandt (Eds.), 21st-century skills: Rethinking how students learn (pp. 51–76). Bloomington, IN: Solution Tree Press.
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