Integrated instructional programming models for development of 21st century education core competencies

This study modified the Assessment & Teaching of 21st-century Skills^TM Knowledge Building Analytic Framework survey to compare secondary-level integrated outdoor, experiential, and ecological education (OE3) and conventional instructional programming models (IPMs) in Whitehorse, YT. The quantitative attitudinal data indicated the degree to which participants perceived each as developing 21st-century core competencies, including; creativity, collaboration, and critical thinking, as well as various social, digital, and economic literacies. Comparison of quantitative attitudinal data indicated higher average ratings by integrated OE3 participants for all categories, with statistically significant differences in nine of twelve competencies. Exciting information and communication technology (ICT) innovations have the potential to overshadow traditional OE3, which has been shown to promote 21st-century competencies and nurture holistic wellness. A refined definition of an `educational system' into component pedagogies and IPMs promotes conceptual blending to meet the evolving needs of learning communities and to increase resilience within a dynamic 21st-century educational system.

Author dc:creator

• Gooderham, Walter Bradley

Advisors dc:contributor.advisor

• Maher, Patrick
• Kool, Rick
• Ling, Chris

• 21st-century education
• curriculum
• environmental education
• experiential education
• integrated semester
• pedagogy

Handle dc:identifier.uri

http://hdl.handle.net/10170/789

OAI record oai:identifier

https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10170%2F789