Abstract
Despite the recognized importance of 21st-century skills and the substantial body of research on these skills, little is known about how to identify growth in these skills. The lack of reliable methods to measure 21st-century skill growth presents a challenge for the design of relevant learning environments and for evaluating if such learning environments are effective. Using a qualitative methodological triangulation approach, this study explored camp counselors’ learning processes. Using a systematic data integration method, field observations were synthesized with participant reflections about how their skills develop. Data were collected from 13 high-school-aged junior camp counselors at a summer camp in southern California. Findings show that junior counselors acquired 21st-century skills in a process of imitation and trial and error which, when successful, led to increasing engagement with challenges and centralization in their group and community. Successful instruction should thus allow for trial and error, reflection, and opportunities for authentic role changes according to their capability. The results generally indicated that situated learning theories and practices may be well suited to the design of 21st-century skill learning environments, with implications for instructional designers, learning theorists, and researchers.
Recommended Citation
Bowman, Alexander and Song, Jing
(2026)
"Exploring 21st-Century Skills in a Summer Camp: A Qualitative Methodological Triangulation Approach,"
Journal of Youth Development: Vol. 21:
Iss.
3, Article 16.
Available at:
https://open.clemson.edu/jyd/vol21/iss3/16
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
