The Role Played by the Student-Centred Approach in the Acquisition and Development of 4Cs of 21st Century Skills Through a Project-Based STEM Curriculum

Abstract

The study aims to investigate the role played by the student-centred approach to teaching and learning in the transfer and development of the 4Cs (creativity, critical thinking, collaboration and communication) of 21st-century skills via a project-based STEM curriculum. In a rapidly changing world with technological advancements, where most algorithmic functions are on the verge of automation, 4Cs have become pivotal for future career success. Thus, the schools, being institutions that prepare students for the future, should be able to equip them with the required skill set through the curriculum and instructional approaches used. Project-based learning and STEM learning are the two most popular strategies for cultivating 21st-century skills. There is substantial empirical evidence to support the positive impact project based STEM has on the 4Cs. It is equally important to understand the influence of the pedagogical approaches on the positive nurturing relationship between project-based STEM and the 4Cs of 21st century skills. The context for the current study is created at the middle school level in an international school in Colombo, Sri Lanka. The study used a mixed method research prerogative to explore the effects of the student-centred instructional approach on project-based STEM curriculum. The quantitative and qualitative data analysis converged on a student-centred instructional approach to significantly impact the acquisition and development of 4Cs through a project-based STEM curriculum, thus qualifying a student-centred pedagogical approach as a recommended instructional method for project-based STEM.

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Author Information
Vidujith Vithanage, Lincoln University College, Malaysia
Nicola Nakashima, St. George's Teacher Training Institute, Sri Lanka