Bronnen

11 november 2019

Overzicht van geraadpleegde bronnen 21e-eeuwse vaardigheden.

Communiceren

Creatief denken en handelen

  • Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
  • Heilmann, G., & Korte, W. B. (2010). The role of creativity and innovation in school curricula in the EU27: A content analysis of curricula documents. Luxembourg: European Commission: Joint Research Centre.
  • Henriksen, D., Mishra, P., & the Deep-Play Research Group. (2014). Twisting knobs and connecting things: Rethinking Technology & Creativity in the 21st Century. TechTrends, (58)1, P. 15-19.
  • Jeffrey, Bob and Craft, Anna (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), pp. 77–87.
  • Lewis, T. (2008). Creativity in technology education: Providing children with glimpses of their creative potential. International Journal of Technology and Design Education.
  • Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford: Capstone.
  • Sternberg, R. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.
  • Sweller, J. 2009. Cognitive bases of human creativity. Educational Psychology Review, 21(1), 11-19.
  • Wyse, D., & Ferrari, A. (2014). Creativity and education: Comparing the national curricula of the states of the European Union and the United Kingdom. British Educational Research Journal 41(1), 30-47.

Probleemoplossend denken en handelen

  • Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development, 57, 99-129.
  • Jonassen, D.H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-90.
  • Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63-85.
  • Samson, P.L. (2015). Fostering student engagement: Creative problem-solving in small group facilitations. Collected Essays on Learning and Teaching, 3, 153-164.
  • Trilling, B., & Fadel, C. (2009). 21st century skills. San Francisco: Jossey-Bass.

Samenwerken

  • Binkley, M. Erstad, O. Herman, J., Raizen, S, Ripley, M., & Rumple, M. (2010). Defining 21st century skills. Ways of working:
  • Collaboration, Teamwork. Melbourne: The University of Melbourne.
  • Boswinkel, N., & Schram, E. (2011). De toekomst telt. Enschede: SLO/Ververs Foundation.
  • Thijs, A., Fisser P. & van der Hoeven,  M. (2014). Rapportage 21e eeuwse vaardigheden in het curriculum van het funderend onderwijs. Enschede: SLO.

Sociale en culturele vaardigheden

Zelfregulering

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research , 31(6), 445-457. doi: 10.1016/S0883-0355(99)00014-2
  • Deci, E.L., & Ryan, R.M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1),  68-78.
  • Jacobse, A.E. (2009).  Metacognitieve training in het basisonderwijs. Effecten van metacognitieve instructie en computerondersteuning op probleemoplossen en metacognitieve vaardigheid bij rekenen in groep 6 en 7. Groningen: GION, Gronings Instituut voor Onderzoek van Onderwijs.
  • Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. doi: 10.1007/s10648-004-0006-x
  • Weiner, B. (1986). Attribution, emotion, and action. In R. Sorrentino, & E. Higgins, Handbook of Motivation and Cognition. Foundations of Social Behaviour (pp. 281-312). New York: The Guilford Press.
  • Winne, P. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman, & D. Schunk, Self-Regulated Learning and Academic Achievement (pp. 153- 189). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Winne, P., & Perry, N. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner, Handbook of self-regulation (pp. 531-566). San Diego, CA: Academic Press.
  • Zimmerman, B. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner, Handbook of Self-regulation (pp. 13-39). San Diego, CA: Academic Press.
  • Zimmerman, B., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psvchology, 80(3), 284-290. doi: 10.1037/0022-0663.80.3.284