Titlebook: 21st Century Skills Development Through Inquiry-Based Learning; From Theory to Pract Samuel Kai Wah Chu,Rebecca B. Reynolds,Celina Wing Boo

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AWRY

Benjamin B. Lahey,Alan E. Kazdinificantly as digital technologies turn ubiquitous in our life. The twenty-first century, being described by Castells (The network society: from knowledge to policy. Johns Hopkins University, Washington, DC, .) as a period of intense transformation, is an unprecedented era as business operations have

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Social-Skills Assessment of Children,rticular the P21 (P21 framework definitions, .) framework that comprises three skill sets in the aspects of learning and innovation, digital literacies, and life and career skills—the appropriate skills that students in the present day should acquire through education. We established that such skill

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The Treatment of Psychosomatic Disorders,dents in the fields of the social sciences, humanities, and languages. It has also illustrated approaches used in collaborative teaching, inquiry-based learning (IBL), project-based learning (PjBL) as well as the use of social media tools such as wiki that are potentially conducive to student learni

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Advances in Clinical Child Psychologyr development of such skills can be scaffolded by applying various strategies, using examples from Hong Kong, Switzerland and the United States. Chapter 6 marks the beginning of the third section of the book. This section takes readers’ understanding of teaching twenty-first century skills further b

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Maternal Depression and Child Dysfunction,entury skills in young people. Suggestions made in this chapter center on the inquiry project-based learning (inquiry PjBL) protocol described by Chu et al. (Developing upper primary students’ twenty-first century skills: Inquiry learning through collaborative teaching and Web 2.0 technology. Centre

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