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Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools

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Title: Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools
Language: English
Authors: Budiarti, Marini, Macqueen, Suzanne, Ferguson-Patrick, Kate, Reynolds, Ruth
Source: Journal of International Social Studies. 2021 11(1):33-62.
Availability: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Peer Reviewed: Y
Page Count: 30
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Global Approach, Global Education, 21st Century Skills, Student Projects, Active Learning, Extracurricular Activities, Foreign Countries, Teaching Methods, Student Centered Learning, Constructivism (Learning), Communication Skills, Cooperation, Critical Thinking, Problem Solving, Creative Thinking, Skill Development
Geographic Terms: Indonesia, Africa
ISSN: 2327-3585
Abstract: Although developing the 21st century skills of Communication, Collaboration, Critical Thinking, and Creativity have been seen as an important foundation of 21st century teaching and learning, there have been difficulties identified in 4Cs implementation in schools. Primarily, issues associated with an overcrowded and disjointed curriculum, a continued focus on teacher-centered teaching, and lack of encouragement of independent student inquiry have been identified. However, initial studies have identified Global Project-Based Learning (Global PBL) in extracurricular activities (ECA) as a promising approach to incorporating the 4Cs in an authentic and sustainable manner. It is also consistent with the core competencies of Global Citizenship. This investigation of a Global PBL approach in Indonesia, linking with educators in an African country as part of the 2013 Indonesian curriculum, clarifies some key teaching focuses within the 4Cs teaching strategies to enhance teacher planning. Additionally, it identifies teacher and student perspectives on key functions of Global PBL in augmenting the 4Cs. Working closely together in pursuing a successful Global PBL project, teachers and students had different views of their level of attainment of the skills of the 4Cs. However, it was evident that learner-centered, constructivist, and reflective approaches to teaching and learning did promote all the 4Cs in one project. An understanding of the challenges and opportunities based on the findings of this research can serve as a guide for educators who wish to transfer Global PBL activities to classroom activities.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1292841
Database: ERIC
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  Data: Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools
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  Data: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
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  Data: Although developing the 21st century skills of Communication, Collaboration, Critical Thinking, and Creativity have been seen as an important foundation of 21st century teaching and learning, there have been difficulties identified in 4Cs implementation in schools. Primarily, issues associated with an overcrowded and disjointed curriculum, a continued focus on teacher-centered teaching, and lack of encouragement of independent student inquiry have been identified. However, initial studies have identified Global Project-Based Learning (Global PBL) in extracurricular activities (ECA) as a promising approach to incorporating the 4Cs in an authentic and sustainable manner. It is also consistent with the core competencies of Global Citizenship. This investigation of a Global PBL approach in Indonesia, linking with educators in an African country as part of the 2013 Indonesian curriculum, clarifies some key teaching focuses within the 4Cs teaching strategies to enhance teacher planning. Additionally, it identifies teacher and student perspectives on key functions of Global PBL in augmenting the 4Cs. Working closely together in pursuing a successful Global PBL project, teachers and students had different views of their level of attainment of the skills of the 4Cs. However, it was evident that learner-centered, constructivist, and reflective approaches to teaching and learning did promote all the 4Cs in one project. An understanding of the challenges and opportunities based on the findings of this research can serve as a guide for educators who wish to transfer Global PBL activities to classroom activities.
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      – Text: English
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      – SubjectFull: Global Education
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      – SubjectFull: 21st Century Skills
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      – SubjectFull: Student Projects
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      – TitleFull: Global Project-Based Learning as an Approach to Teaching the 4Cs in Schools
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