Psychology: Scientific Problem-Solvers: Careers for the 21st Century.

2003 ◽  
Author(s):  
Keyword(s):  
21St Century ◽  
Scientific Problem ◽  
Problem Solvers

scholarly journals PENGEMBANGAN HIGHER ORDER THINKING SKILLS DALAM PEMBELAJARAN MATEMATIKA DI SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Rafiq Badjeber ◽  
Jayanti Putri Purwaningrum
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Continuous Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Problem Solvers

21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers

scholarly journals Reflecting the theatralization of life in the prospects of transhumanism

2021 ◽  
pp. 3-8
Author(s):  
Lada Prokopovych
Keyword(s):  
Human Activity ◽  
21St Century ◽  
Social Communication ◽  
Human Being ◽  
Cultural Stereotypes ◽  
Social Transformations ◽  
Scientific Problem ◽  
Urgent Task ◽  
Traditional Institutions ◽  
Methodological Strategy

The crisis state of society at the beginning of the 21st century is increasingly described as chaos. At the same time, the desire of people to theatricalization of many types of their activities remains unchanged. This gives grounds to consider the theatricality of being as a sociocultural constant, immanently inherent in humanity. The fact that it persists even during periods of cardinal changes, social transformations, civilizational shifts, breaking cultural stereotypes, destruction of traditional institutions and discreditation of established ideals can be explained by the fact that theatricalization of life allows people to cope with sociopsychological discomfort and existential fears, caused by the feeling of total chaos. At the same time, people are faced with the problem of increasingly complex self-identification, which is largely facilitated by the ideas of transhumanism, which actively shatter the already weak notions of what a human being is. One of the approaches to solving this scientific problem is proposed to consider human activity in the context of theatricality of being. The purpose of the article is to comprehend the practice of theatricalization of various types of human activity in the context of the ideas of transhumanism. The methodological strategy of this research is based on the concept of theatricality of socio-communicative manifestations of culture. Analysis of the theoretical material showed that in the conditions of transhumanism, the development of criteria that make it possible to determine whether a human is still a human or has already turned into something else becomes an urgent task. One of these markers is proposed to consider the desire of a human to theatricalization of various types of their activities. Being one of the sociocultural constants immanently inherent in humanity, theatricality will be present in people's lives as long as they remain human, as long as they feel the need to articulate their social communication.

scholarly journals Mengembangkan Kemampuan Metakognisi Siswa Melalui Pembelajaran Matematika

2020 ◽  
Vol 10 (2) ◽  
pp. 1129-1137
Author(s):  
Ririn Aprianita
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Institution ◽  
Mathematics Learning ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Problem Solvers ◽  
Media And Technology ◽  
Career Skills

As part of an educational institution, teachers have the responsibility and important role to equip students with a variety of skills. Younger generation is now faced with the need for 21st century skills, commonly referred to as 21st century skills. These skills include learning and innovation skills, information, media, and technology skills, as well as life and career skills. Demands and challenges for students are no longer merely identifying the subject matter, but also having the ability to solve various problems related to the knowledge. One of the capabilities relevant to these needs is the ability of metacognition, namely the ability to: 1) plan problem solving strategies, 2) monitor the problem solving process, and 3) evaluate the results of problem solving. There are various reasons why this important metacognition ability is developed in students. By having good metacognition skills, students will be trained to be good problem solvers. This is because the ability of metacognition encourages students to be able to determine what strategies are appropriate and not in accordance with the problems faced. This ability also encourages students to conduct evaluations and improvements based on the results obtained. Considering the importance of metacognition abilities, each learning process is expected to be able to facilitate the development of these abilities, including mathematics learning. This paper tries to explain what is meant by metacognition abilities, what is important for students, and how the teacher's role in developing these abilities through learning mathematics.

Re-envisioning data repositories for the 21st century

2020 ◽  
Author(s):  
Stephen Diggs ◽  
Danie Kinkade
Keyword(s):  
21St Century ◽  
Data Centers ◽  
Scientific Discovery ◽  
Data System ◽  
Individual Data ◽  
Data Discovery ◽  
Data Repositories ◽  
New Era ◽  
Scientific Problem ◽  
Technical Advances

<p>Finding and integrating geoscience data that are fit for use can alter the scope and even the type of science exploration undertaken. Most of these difficulties in data discovery and use are due to a technical incompatibilities in the various data repositories that comprise the data system for a particular scientific problem.  We believe these obstacles to be unnecessary attributes of individual data centers that were created more than 20 years ago. This aspirational presentation charts a new way forward for data curators and users alike, and by employing technical advances in adjacent disciples, promises a new era of scientific discovery enabled by re-envisioned 21st century data repositories.</p>

Morfosis Educational Philosophy

2016 ◽  
pp. 104-114
Author(s):  
Stefanos P. Gialamas ◽  
Peggy Pelonis ◽  
Abour H. Cherif
Keyword(s):  
21St Century ◽  
Educational Philosophy ◽  
Academic Institution ◽  
The Past ◽  
Socially Constructed ◽  
The World ◽  
Creative Problem ◽  
Problem Solvers ◽  
K 12 ◽  
Central Belief

Early in the 21st Century it became obvious that the world has developed in multiple and complex directions which resulted in the pressing demand of a different type of citizen. Many of the previously well-established principles and values are under examination, and oftentimes are explicitly challenged. Any K-12 academic institution that holds as a central belief that knowledge is individually and socially constructed by learners who are active observers of the world, active questioners, agile problem posers and critical and creative problem solvers, must design, implement and promote an educational philosophy that mirrors the needs described above. This chapter discusses a new educational philosophy (Morfosis) that has been adopted by ACS Athens over the past decade. Morfosis is defined within the 21st Century framework, as a holistic, meaningful, and harmonious educational experience, guided by ethos. The chapter also advances the concept of successful vs. significant institutions, and shares recommendations on how to establish a culture that promotes and establishes the latter.

scholarly journals The diversity-ability trade-off in scientific problem solving

2021 ◽  
Author(s):  
Samuli Reijula ◽  
Jaakko Kuorikoski
Keyword(s):  
Problem Solving ◽  
High Ability ◽  
Trade Off ◽  
Scientific Problem ◽  
Scientific Problem Solving ◽  
Trade Offs ◽  
Problem Solvers ◽  
Problem Solving Task

According to the diversity-beats-ability theorem, groups of diverse problem solvers can outperform groups of high-ability problem solvers. We argue that the model introduced by Lu Hong and Scott Page (2004; see also Grim et al. 2019) is inadequate for exploring the trade-off between diversity and ability. This is because the model employs an impoverished implementation of the problem-solving task. We present a new version of the model which captures the role of ‘ability’ in a meaningful way, and use it to explore the trade-offs between diversity and ability in scientific problem solving.

Integrating Augmented Reality Into the Workshop Model Remote Learning Classroom

2021 ◽  
pp. 181-191
Author(s):  
Patience Ndidi Onyegwara
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
21St Century ◽  
Decision Makers ◽  
Lifelong Learners ◽  
Effective Utilization ◽  
Global Pandemic ◽  
Workshop Model ◽  
Problem Solvers

The global pandemic has forced schools across the globe to go to online learning environments. This chapter describes the potential of integrating augmented reality technologies into a virtual immersive workshop model of instruction. Effective utilization and integration of these immersive tools in the workshop model has the potential to develop learners' 21st century skills to be decision makers, problem solvers, lifelong learners, creators, innovators, and to think critically in solving problems.

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