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Exploring the Intersection of Science Education and 21st Century Skills
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An emerging body of research suggests that a set of broad “21st cen- tury skills”—such as adaptability, complex communication skills, and the ability to solve nonroutine problems—are valuable across a wide range of jobs in the national economy (Levy and Murnane, 2004; National Research Council, 2008a). However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and educa- tion groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts (Partnership for 21st Century Skills, 2009a; Sawchuk, 2009). Other observers argue that focusing on skills detracts attention from learning of important content knowledge (Mathews, 2009; Ravitch, 2009). To explore these issues, the National Institutes of Health Office of Science Education and the Partnership for 21st Century Skills requested the National Research Council Board on Science Education to conduct a workshop on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes—including talk and argument, modeling and representation, and learning from investiga- tions—builds science proficiency (National Research Council, 2007a). At the same time, this engagement may develop 21st century skills. For exam- ple, developing and presenting an argument based on empirical evidence, as well as posing appropriate questions about others’ arguments, may develop complex communication skills and nonroutine problem-solving skills. The sponsors charged the Board on Science Education to:
Margaret Hilton, Rapporteur; National Research Council - Organizational Body
0-309-14519-8
NONE
Social Science
English
2010
1-145
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