Exploring the Intersection of Science Education and 21st Century Skills A Workshop Summary (2010) / Chapter Skim
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4 Promising Curriculum Models I
4 Promising Curriculum Models I
Pages 40-50
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Curriculum goals: To what extent does the curriculum model target the five 21st century skills emerging from the May 2007 workshop or similar skills defined in the context of science education for instruction?
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ONLINE LEARNINg ENvIRONMENTS FOR ARguMENTATION Douglas Clark (Arizona State University) presented an overview of his team's paper, which considers how engaging students in argumentation in online environments can help promote the development of 21st century skills (Clark et al., 2009)
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learning environment has been used to support argumentation and collaborative learning among secondary students in the Netherlands in the domains of history, Dutch, and social studies. The Dialogical Reasoning Educational Web Tool (DREW)
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virtual Collaborative Research Institute VCRI is a groupware program developed in the Netherlands, designed to support collaborative learning on inquiry tasks and research projects, allowing students to communicate with each other, access information sources, and coauthor texts and essays. While working with VCRI, students share tools designed to support the collaborative inquiry process over the
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In a current study, university students are using DREW to analyze the content of scientific articles by creating argument diagrams using the DREW diagram tool. Summary and Implications All of the online learning environments, Clark said, are designed to implement and test instructional design principles developed through research on argumentation and the learning sciences (e.g., National Research Council, 2000)
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THE BIOLOgICAL SCIENCES CuRRICuLuM STuDy 5E MODEL Rodger Bybee, former director of the Biological Sciences Curriculum Study (BSCS) , opened his presentation by noting that, although education policy makers and practitioners have agreed for over a decade on the goal of developing scientific literacy among all students (American Association for the Advancement of Science, 1993; National Research Council, 1996)
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. Description of the 5E Model Bybee explained that the current 5E model has its origins in one of several science curriculum study groups established by the National Science Foundation in the 1960s after the Soviet Union succeeded in launching the Sputnik satellite.
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of high school science laboratories. That study concluded that laboratory experiences are more likely to support student science learning when they are integrated with other forms of instruction (National Research Council, 2005, p.
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First, he said that further clarification is needed about what each 21st century skill looks like and how to teach it, in order to provide concrete, explicit guidance to teachers. Second, it is important to identify specific learning outcomes associated with 21st century skills, because the preliminary definitions of these skills used as a framework for the workshop include a mixture of cognitive abilities, social skills, personal attitudes, motivational interests, and conceptual understanding.
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Clark responded that increased student awareness of their own internal learning process is an important part of the scaffolding built into the online environments. If the students are still able to engage in scientific argumentation when the scaffolding is faded, he said, this indicates that they are becoming aware of their own developing skills in argumentation.
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However, Clark reported, more often a teacher will use these design principles or the WISE authoring system to customize existing curriculum materials to meet her or his local needs. Eisenkraft asked what specific characteristics of the 5E model would promote 21st century skills, and Bybee responded that the primary goal of the model has been to increase student mastery of subject matter, including science concepts.
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