Educational Theory in the 21st Century : : Science, Technology, Society and Education.

• Superior document: Maarif Global Education Series
• Author: Alpaydın, Yusuf.
• TeilnehmendeR: Demirli, Cihad.
• Place / Publishing House: Singapore : : Palgrave Macmillan,, 2022.; {copy}2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: Maarif Global Education Series
• Physical Description: 1 online resource (269 pages)

Table of Contents

• Intro
• Preface
• Contents
• List of Contributors
• List of Figures
• List of Tables
• Scientific-Technological Developments and Educational Paradigms
• Challenges Facing the Philosophy of Education in the Twenty-First Century
• Main Trends in the Twentieth Century
• Early Pragmatism
• The "Ism" Movements
• The Revolution of the Analytic Philosophy of Education
• New Horizons in the Twenty-First Century
• New Pragmatism
• Post-Structuralism
• Post-Modernism
• Constructivism
• Conclusion
• References
• Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore
• Science Paradigms and Curriculum
• The Effects of Scientific Paradigm Shifts on Learning
• The Parameters of Curriculum Change in Turkey Since 2000
• The Parameters of Curriculum Changes in Singapore Since 2000
• Comparing the Paradigmatic Features of the Curricula Change in Turkey and Singapore after 2000
• Conclusion
• Suggestions
• References
• The Impacts of Online Education on Ecology of Learning and Social Learning Processes
• Online/Digital Education's Effects on Teaching and Learning During the COVID-19 Pandemic
• Redefining and Reconstructing the Relationship Between School and Education
• The Future of Education: The Roles, Functions, Learning Processes, Models, and Methods of Learning-Teaching and Ecology of Learning
• Conclusion
• References
• The Concept of Change and the Teachers' Role on the Implementing Technological Transformation at School
• Technology, Change, and Teachers' Ethics
• Discussion and Conclusion
• References
• Education in The Context of New Culture and Society Conceptions
• Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge
• Liberalism: Cultural Sensitivity, Multiculturalism, Interculturality.
• Eurocentrism and Decolonization
• Islam, Culture, and Education
• Conclusion
• References
• Does Religious Education Have a Future in 21th Century? An Anthropologist on the Continued Relevance of Islamic Education
• Contemporary Discourse on Reforming Islamic Education
• The Future of Islamic Education: The Relevance of Its Past
• Islamic Education for Making Sense of the Modern World
• References
• Conceptions of Society and Education Paradigm in the Twenty-First Century
• Education Systems in the Twenty-First Century
• Technological Impact
• Economic Impact
• Spatial Impact
• Cultural Impact
• Industry 4.0 and Education
• Teaching Without the Constraints of Space and Time
• Personalized Learning
• Free-Choice Learning
• Project-Based Learning
• Experiential Learning
• Critical Thinking
• Measurement and Evaluation Without Exams
• Students as Stakeholders
• Mentoring
• Ethics and Moral Issues
• Preparing for Industry 4.0
• Future Type of Society: Society 5.0
• Society 5.0 and Education
• Conclusion and Evaluation
• References
• New Learning, School and Teacher Considerations
• Revisiting Effective Instructional Strategies for Twenty-First-Century Learners
• Twenty-First-Century Challenges
• Skills for Twenty-First-Century Learners
• Effective Instructional Strategies for Twenty-First Century
• Digital Learning
• Inquiry-Based Learning
• Cooperative and Collaborative Learning
• Social and Emotional Learning
• Systems and Supports for Twenty-First-Century Learners
• Conclusion
• References
• Current Trends in School Management: School Leadership in Education 4.0
• Historical Process of the Management Concept
• Management of Change in Schools
• Current Paradigms in Management and School Leadership
• New Industry (Industry 4.0) and Education 4.0
• School Leadership in Education 4.0.
• Use of Internet-of-Things in Education Management
• Conclusion
• References
• New School Designs and Sustainable Development
• Education for Sustainable Development
• The New School
• Space Considerations in Education
• Methodology
• Selecting Interactions and Evaluation Criteria
• Topology System
• Function System
• Material System
• Morphology System
• Context System
• Research Sample
• Vittra School Brotorp
• Ramat Chen Arts &amp
• Science Elementary School
• West Academy of Beijing (WAB)
• Results
• Design Criteria for a Reactive Space in the Pedagogical Model (EDS)
• Design Criteria from Studying the Interactions Between the Educational Context-Topology Systems (see Table 1)
• Design Criteria from Studying the Interactions Between the Educational Context-Function Systems (see Table 2)
• Design Criteria from Studying the Interactions Between the Educational Context-Material Systems (see Table 3)
• Design Criteria from Studying the Interactions Between the Educational Context-Morphology Systems (see Table 4)
• Design Criteria from Studying the Interactions Between the Topology-Function Systems (see Table 5)
• Design Criteria from Studying the Interactions Between the Context-Function Systems
• General Design Criteria from a Complex View
• Discussion
• Limitations of the Study
• Conclusions
• References
• Twenty-First-Century Teacher Competencies and Trends in Teacher Training
• Overcoming the Challenges of the Digital Revolution in Education Systems
• Twenty-First-Century Teacher Qualifications
• The Effects of Twenty-First-Century Teacher Competencies on Teacher Education
• Results
• References.