problem solving in the 21st century

Authentic Problem Solving and Learning in the 21st Century

Perspectives from Singapore and Beyond

© 2015
Young Hoan Cho 0 ,
Imelda S. Caleon 1 ,
Manu Kapur 2

Department of Education, Seoul National University, Seoul, Korea (Republic of)

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Nanyang Technological University, National Institute of Education, Singapore, Singapore

Introduces authentic problem solving and learning practices for school stakeholders
Provides theoretical explanations of authentic learning processes and outcomes
Shows how authentic learning can be designed and implemented to help develop 21st century competencies

Part of the book series: Education Innovation Series (EDIN)

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About this book

Designing Problem-Solving for Meaningful Learning: A Discussion of Asia-Pacific Research

Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access

Authentic learning
community of practice
learning technologies
problem-based learning
productive failure

Table of contents (20 chapters)

Front matter, introduction and overview, authentic problem solving and learning for twenty-first century learners.

Young Hoan Cho, Imelda S. Caleon, Manu Kapur

Authentic Problems and Tasks

The role of authentic tasks in promoting twenty-first century learning dispositions.

Jennifer Pei-Ling Tan, Youyan Nie

A Design Model for Problem-Based Learning

Nachamma Sockalingam

Mathematical Problem-Solving Using Real-World Problems

Lu Pien Cheng, Tin Lam Toh

Problem-Based Learning Environments

Problem-based learning: conception, practice, and future, using problems to learn in a polytechnic context.

Karen Goh, Violet Chan, Mae Lee, Glen O’Grady

Pedagogical Interfaces in a Problem-Based Learning Environment: Cognitive Functioning at PBL Stages

Bee Leng Chua, Woon Chia Liu, Oon-Seng Tan

Finding Common Ground During Collaborative Problem Solving: Pupils’ Engagement in Scenario-Based Inquiry

Frederick Toralballa Talaue, Mijung Kim, Tan Aik-Ling

Authentic Practice in School

Cultivating a remix movement in an east asian culture.

Kenneth Y. T. Lim, David Hung, Ming De Yuen, Hon Jia Koh

Authentic Thinking with Argumentation: Putting on the Thinking Caps of Scientists and Designers

Jongho Baek, Eunjung Koh, Young Hoan Cho, Dae Hong Jeong

Using an Immersive Environment to Address Problems Associated with the Learning of Geography

Kenneth Y. T. Lim, Habibah Ismail

Authentic Practice Through Productive Failure

Learning from productive failure.

Manu Kapur, Leslie Toh

Discussing Student Solutions Is Germane for Learning when Providing or Delaying Instruction

Katharina Loibl, Nikol Rummel

Mathematical Skills and Learning by Invention in Small Groups

Michael Wiedmann, Ryan C. Leach, Nikol Rummel, Jennifer Wiley

Editors and Affiliations

Young Hoan Cho

Imelda S. Caleon, Manu Kapur

About the editors

Young Hoan Cho is an assistant professor of Educational Technology in the Department of Education at Seoul National University, South Korea. He earned a PhD in information science and learning technologies from the University of Missouri, USA. He was previously a research scientist at the Office of Education Research, National Institute of Education, Singapore. His research focuses on problem-based learning environments, computer-supported collaborative learning, argumentation, and 3D virtual worlds.

Imelda S. Caleon is Research Scientist at the Centre for research in Pedagogy and Practice, National Institute of Education, Singapore. Her research interests include conceptual change and development, informal learning, inquiry-based learning and creative-collaborative problem solving, particularly in relation to science education.

Manu Kapur is an Associate Professor of Curriculum, Teaching, and Learning, as well as the Head of Research of the Learning Sciences Lab at the National Institute of Education (Singapore). His research examines the role of Productive Failure in learning and problem solving.