Exploring the Intersection of Science Education and 21st Century Skills A Workshop Summary (2010) / Chapter Skim
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3 Adolescents' Developing Capacity for 21st Century Skills
3 Adolescents' Developing Capacity for 21st Century Skills
Pages 30-39
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From page 30... ...
He said they also hoped to convince the audience that, if high school students have bad experiences in science classrooms, this will turn them off from advancing in science studies and from entering science careers.
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From page 31... ...
As a result, teachers may be unsure of what motivates their students and how they engage in scientific inquiry. At the same time, the depth and breadth of science classes expand at the high school level, offering students greater opportunities to build on their elementary and secondary science knowledge, to enroll in multiple courses, and to take specialized classes, such as anatomy and environmental science.
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From page 32... ...
While arguing that adolescents are capable of communicating effectively about abstract concepts, he cautioned against the assumption that they will "naturally" learn communication skills. Written communication in science is a complex psychological process, he said, requiring self-regulation (recognizing one's own strengths and weaknesses as a learner and applying effective learning strategies)
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From page 33... ...
The literature includes studies focusing on how adolescents learn to control, regulate, and monitor their use of various learning strategies (Zimmerman, 2000)
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From page 34... ...
Use assessments that focus on higher order learning;1 and 7. Provide professional development for secondary science inservice and preservice teachers that includes adolescent development and motivation.
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From page 35... ...
Finally, she urged that professional development for secondary science teachers include information about adolescent development and motivation. Respondent Susan Koba (science education consultant)
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From page 36... ...
Sinatra added that technology can assist in teacher professional development. Although teachers are sometimes isolated in their classrooms, they often have computers with Internet access, allowing them to communicate with scientists and other science teachers and to obtain real-time support.
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From page 37... ...
reported that his group learned that children and youth "probably have a greater capacity for developing 21st century skills than we older folks have." The group also learned that business support for 21st century skills could be helpful in leading reform of science education and that demand for these skills creates demand for higher level teaching skills and more independent students. The group would like to know how 21st century skills may promote education reform that has been discussed for two decades.
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From page 38... ...
Still, young people have many technology skills that they use to learn through social networking on the Internet, and this could be an asset in developing 21st century skills. The group also thought that environmental concerns, such as climate change, could motivate students to engage in deep science learning.
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From page 39... ...
A second theme Sandoval observed frequently in the reports was uncertainty about how to operationally define the five skills, so that they can be easily recognized and so that student learning of the skills can be measured by appropriate assessments. Arguing that it is very important to determine how to assess these skills, he posed the rhetorical questions, "How do we do that?
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