Anzeige des vollständigen DOI-Metadaten-Sets
Cite as
-
Vollständiger Titel
SOCIOLOGIA DEL LAVORO
-
Verlag
FrancoAngeli
-
ISSN
0392-5048 (Gedruckte Zeitschrift)
1972-554X (Online-Zeitschrift)
-
Nummer der Ausgabe
156
-
Andere Beschreibung der Ausgabe
156
-
Erscheinungsdatum der Ausgabe (YYYY/MM)
2020/03
-
Vollständiger Titel
Conceptualising, Analysing and Training in Adults in the Knowledge Society
-
Von (Autor)
-
Erste Seite
143
-
Letzte Seite
169
-
Sprache des Textes
Englisch
-
Erscheinungsdatum
2020/03
-
Copyright
2020 FrancoAngeli srl
Vorwort
In this article, the authors argue that, within the framework of the current information society and the development of Industry 4.0, a revolution hinges on a stock of skills on which adults in general - and adult workers in particular - need to be trained in order to be prepared for the change and improve their employability. Within these skills, we find computational and critical thinking (CCT) as two key skills for workers which are not being developed in adult education. In this contribution, we propose a conceptualisation of both kinds of thinking, associating them with the Problem Solving in Technology Rich Environments variable of the OECD PIAAC survey. This allows us to propose a CCT training methodology for adults based on Vanek's (2017) work and to measure and analyse this relevant skill, making it easier to promote CCT teaching-learning in adult education courses.
Zitierungen des
10.3280/SL2020-156007
Unstructured Zitierung
Abrami P.C., Bernard R.M., Borokhovski E., Waddington D.I., Wade C.A. Persson T. (2015). Strategies for Teaching Students to Think Critically A Meta-Analysis. Review of Educational Research, 85(2): 275-314.
Unstructured Zitierung
Akcaoglu M., Koehler M.J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers and Education, 75: 72-81.
Unstructured Zitierung
Al-Fedaghi S., Alkhaldi A. (2019). Thinking for Computational Thinking. International Journal of Advanced Computer Science and Applications, 10(2): 620-629.
Unstructured Zitierung
Ater-Kranov A., Bryant R., Orr G., Wallace S., Zhang M. (2010). Developing a community definition and teaching modules for
computational thinking: Accomplishments and challenges. Proceedings of the 2010 ACM conference on information technology education.
ACM.
https://doi.org/10.1145/1867651.1867689
Unstructured Zitierung
Barr V., Stephenson C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community?. ACM Inroads, 2(1): 48-54.
Unstructured Zitierung
Belbin E., Belbin R.M. (1972). Problems in Adult Retraining. London: Heinemann.
Unstructured Zitierung
Birren J.E., Fisher L.M. (1995). Aging and Speed of Behavior: Possible Consequences for Psychological Functioning. Annual Review of Psychology, 46(1): 329-353.
Unstructured Zitierung
Boeren E. (2016). Lifelong learning participation in a changing policy context: an interdisciplinary theory. London: Palgrave-Macmillan.
Unstructured Zitierung
Brookfield S.D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. London: John Wiley and Sons.
Unstructured Zitierung
Care E., Griffin G., Wilson, M., eds. (2018). Assessment and teaching of 21st century skills. New York: Springer.
https://doi.org/10.1007/978-3-319-65368-6
Unstructured Zitierung
Charters P., Lee M.J., Ko A.J., Loksa D. (2014). Challenging stereotypes and changing attitudes: the effect of a brief programming
encounter on adults’ attitudes toward programming. SIGCSE '14 Proceedings of the 45th ACM technical symposium on Computer
science education, 653-658.
https://doi.org/10.1145/2538862.2538938
Unstructured Zitierung
Davies M. (2015). A Model of Critical Thinking in Higher Education. In: Higher Education: Handbook of Theory and Research. Cham: Springer.
Unstructured Zitierung
Deschryver M.D., Yadav A. (2015). Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning. Journal of Technology and Teacher Education, 23(3): 411-431.
Unstructured Zitierung
European Commission (2016). New Skills Agenda for Europe. -- Retrieved from https://ec.europa.eu/social/main.jsp?catId=1223.
Unstructured Zitierung
European Commission (2019). The Computational Thinking Study. -- Retrieved from https://ec.europa.eu/jrc/en/computational-thinking.
Unstructured Zitierung
Evancho R.S. (2000). Critical thinking skills and dispositions of the undergraduate Baccalaureate nursing student. Connecticut: Southern Connecticut State University.
Unstructured Zitierung
Farris A.V., Sengupta P. (2014). Perspectival computational thinking for learning physics: A case study of collaborative agent-based modeling. In: Proceedings of the 12th international conference of the learning sciences (ICLS 2014).
Unstructured Zitierung
Flecha R., Soler-Gallart M., Sordé T. (2015). Social impact: Europe must fund social sciences. Nature, 528:193.
Unstructured Zitierung
Green A.J.K., Gillhooly K. (2005). Problem solving. In: Braisby N., Gelatly A., eds., Cognitive Psychology. Oxford: Oxford University Press.
Unstructured Zitierung
Halpern D.F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4): 449.
Unstructured Zitierung
Holford J., Spolar V.A.M. (2012). Neoliberal and inclusive themes in European lifelong learning policy. In: Riddell S., Markowitsch, J., Weedon E., eds., Lifelong learning in Europe: equity and efficiency in the balance. Bristol: Policy Press.
Unstructured Zitierung
Hu C. (2011). Computational thinking: What it might mean and what we might do about it. In: Proceedings of the 16th annual joint conference on innovation and technology in computer science education. ACM.
Unstructured Zitierung
Iñiguez-Berrozpe T., Boeren E. (2019). 21st Century Skills for All: Adults and Problem Solving in Technology Rich Environments.
Techonology, Knowledge and Learning (online).
https://doi.org/10.1007/s10758-019-09403-y
Unstructured Zitierung
Iñiguez-Berrozpe T., Marcaletti F. (2017). Más allá de las TIC. Aprendizaje Permanente para una Sociedad de la Información Inclusiva. EnTERA2.0, 5: 39-53.
Unstructured Zitierung
Katai Z. (2014). The challenge of promoting algorithmic thinking of both sciences and humanities oriented learners. Journal of Computer Assisted Learning, 31(4): 287-299.
Unstructured Zitierung
Knowles M. (1980). The modern practice of adult education: From pedagogy to andragogy. Connecticut: Association Press.
Unstructured Zitierung
Korkmaz Ö. Çakir R., Özden M. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72: 558-569.
Unstructured Zitierung
Kules B. (2016). Computational Thinking is Critical Thinking: Connecting to University Discourse, Goals, and Learning Outcomes.
ASIST 2016, Copenhagen, Denmark.
https://doi.org/10.1002/pra2.2016.14505301092
Unstructured Zitierung
Lee C.H., Garcia A.D. (2014). “I want them to feel the fear…” Leveraging critical computational literacies for English Language Arts success. In: Ferdig R.E., Pytash K.E., eds., Exploring multimodal composition and digital writing. Hershey, PA: Information Science Reference.
Unstructured Zitierung
Lee C.H., Soep E. (2016). None But Ourselves Can Free Our Minds: Critical Computational Literacy as a Pedagogy of Resistance. Journal Equity and Excellence in Education, 49: 480-492.
Unstructured Zitierung
Lishinski A., Yadav A., Enbody R., Good J. (2016). The influence of problem-solving abilities on students’ Performance on Different Assessment Tasks in CS1. In: Proceedings of the 47th ACM Technical Symposium on Computing Science Education. New York: ACM.
Unstructured Zitierung
Maharani S., Kholid M.N., Pradana L.N., Nusantara T. (2019). Problem solving in the context of computational thinking. Infinity, 8(2): 109-116.
Unstructured Zitierung
OECD (2013). OECD skills outlook 2013: first results from the survey of adult skills. Paris: OECD Publishing.
Unstructured Zitierung
OECD (2016). Survey of Adult Skills (PIAAC). -- Retrieved from https://goo.gl/cpb3fQ.
https://doi.org/10.1787/9789264258075-en
Unstructured Zitierung
Reale E. et al. (2017). A review of literature on evaluating the scientific, social and political impact of social sciences and humanities research. Research Evaluation, rvx025.
Unstructured Zitierung
Rich P.J., Egan, G., Ellsworth, J. (2019). A Framework for Decomposition in Computational Thinking. ITiCSE ’19, July 15–17,
2019, Aberdeen, Scotland Uk.
https://doi.org/10.1145/3304221.3319793
Unstructured Zitierung
Selby C., Woollard, J. (2014). Refining an understanding of computational thinking. -- Retrieved from http://eprints.soton.ac.uk/id/eprint/372410.
Unstructured Zitierung
Soler M. (2017). Achieving social impact: sociology in the public sphere. London: Springer.
https://doi.org/10.1007/978-3-319-60270-7
Unstructured Zitierung
Standl B. (2016). A case study on cooperative problem-solving processes in small 9th grade student groups. IEEE global engineering
education conference (EDUCON), Abu Dhabi.
https://doi.org/10.1109/EDUCON.2016.7474667
Unstructured Zitierung
Sterns H.L., Deverspike D. (1988). Training and developing the older worker: Implications for Human Resource Management. In: Dennis H., ed., Fourteen steps in managing an aging work force. Lexington, Mass: Lexington Books, 97-110.
Unstructured Zitierung
Ten Dam G., Volman M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and instruction, 14(4): 359-379.
Unstructured Zitierung
Trawick A.R. (2017). Using the PIAAC Literacy Framework to Guide Instruction: An Introduction for Adult Educators. PIAAC: Washington, DC.
Unstructured Zitierung
Vanek J. (2017). Using the PIAAC Framework for Problem Solving in Technology-Rich Environments to Guide Instruction: An Introduction for Adult Educators. PIAAC: Washington, DC.
Unstructured Zitierung
Voskoglou M.G., Buckley S. (2012). Problem solving and computational thinking in a learning environment. Egyptian Computer Science Journal (ECS), 36(4): 28-46.
Unstructured Zitierung
Weintrop D., Beheshti E., Horn M., Orton K., Jona K., Trouille L. (2015). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1): 127-147.
Unstructured Zitierung
Wing J. (2006). Computational Thinking. Communications of the ACM, 49(3): 33-35.
Unstructured Zitierung
Wing J. (2011) Computational thinking: What and why? Carnegie Melon School of Computer Science Discussion Papers. Retrieved from www.cs.cmu.edu/~Comp Think/resources/TheLinkWing.pdf.
Unstructured Zitierung
Yadav A., Good, J., Voogt, J., Fisser, P. (2017). Computational Thinking as an Emerging Competence Domain. In: Mulder M., ed., Competence-based Vocational and Professional Education, Switzerland: Springer.
Unstructured Zitierung
Živkovic S. (2016). A Model of Critical Thinking as an Important Attribute for Success in the 21st Century. Procedia - Social and Behavioral Sciences, 232: 102-108.