Exploring the Intersection of Science Education and 21st Century Skills A Workshop Summary (2010) / Chapter Skim
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8 Synthesis and Reflections
8 Synthesis and Reflections
Pages 85-105
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From page 85... ...
Adaptability Adaptability is defined as the ability and willingness to cope with uncertain, new, and rapidly changing conditions on the job, including responding effectively to emergencies or crisis situations and learning new tasks, technologies, and procedures. Adaptability also includes handling work stress; adapting to different personalities, communication styles, and cultures; and physical adaptability to various indoor or outdoor work environments (Houston, 2007; Pulakos et al., 2000)
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From page 86... ...
He proposed that these learning activities may support development of adaptability in three ways. First, the environments may help students adapt their everyday communication skills to align more closely with the skills used in scientific argumentation.
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From page 87... ...
Kolodner identified some evidence of development of adaptability in her comparison studies of LBD students and matched comparison classrooms, with students with similar levels of science achievement and socioeconomic status (Kolodner, Gray, and Fasse, 2003)
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From page 88... ...
. Online Learning Enironments for Argumentation Clark proposed that the online argumentation environments may support complex communication skills in at least two ways.
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From page 89... ...
Inestigating and Questioning our World through Science and Technology Krajcik noted that several learning activities in IQWST may support development of complex communication skills. Students use evidence and reasoning to support claims (scientific explanations)
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From page 90... ...
Often, students construct explanations and build and revise models in small groups, and the groups present their explanations and models to other students for critique and feedback. These small group discussions, too, may support development of complex communication skills (Krajcik and Sutherland, 2009)
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From page 91... ...
, which found that students whose teachers fully implemented the 5E model were more able to apply their understanding to new situations than students whose teachers did not fully implement the model. Online Learning Enironments for Argumentation Clark discussed the role of online argumentation environments in development of nonroutine problem solving.
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From page 92... ...
A comparison of average-achieving LBD students with average-achieving students taught using a traditional science curriculum, conducted only two months into the 2000-2001 school year, found that the LBD students scored significantly higher than the comparison group in conducting self-checks. These findings indicate that the LBD curriculum helps students develop metacognitive strategies, an element of nonroutine problem solving, to a greater extent than more traditional science instruction.
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From page 93... ...
Increased interest and positive attitudes may represent development of self-management and self-development. Online Learning Enironments for Argumentation Clark noted that some of the online environments include participant awareness tools that help students monitor their own contributions and the contributions of other group members, which may encourage self-development/self-management.
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From page 94... ...
found that LBD students consistently performed significantly better than non-LBD students at conducting self-checks during experiment design, running experiments, and analysis. These findings suggest that engagement with LBD develops students' skills in self-management/self-development of their own learning.
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From page 95... ...
Through these activities, students learn to adopt a big-picture perspective on their work. From this perspective, all of the research showing improvement in argumentation among students engaged with these environments provides evidence of development of systems thinking.
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From page 96... ...
1 Other workshop presenters viewed student gains in understanding of complex scientific systems as evidence of development of systems thinking. Comparative studies of LBD and non-LBD classrooms indicate that LBD students consistently learn science content as well as or better than comparison students, with the largest gains among economically disadvantaged student and students who tested lowest on the pretest (Kolodner et al., 2003)
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From page 97... ...
Windschitl called for a continuous improvement system to support teachers in cultivating students' 21st century skills, cautioning that this would require major reforms in science teacher preparation, induction of new teachers, and ongoing professional development. Anderman and Sinatra indicated that adolescents' cognitive capacity to develop the five 21st century skills can be tapped if teachers can motivate them with new teaching and assessment strategies.
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From page 98... ...
Over the longer term, the group advocated development of a research and development agenda for science education that would show how 21st century skills are incorporated into the teaching of science content and provide concrete examples of what these skills look like in curriculum, instruction, and assessment. Susan Albertine said that her group discussed how the five 21st century
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From page 99... ...
Albertine said the group proposes, in the short term, to increase clarity about the alignment between 21st century skills and science education reform goals. Over the longer term, this group suggests carrying out a longitudinal study of children to understand what happens over time when they participate in learning environments that emphasize 21st century skills.
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From page 100... ...
She went on to say that Joseph Krajcik had described students engaged in systems thinking while learning science and that that systems thinking is an essential component of understanding scientific concepts. Although many groups asked for improved definitions of the skills, especially in order to develop assessments, she said, "it would be self-defeating" to assume that all five skills can't be developed in the context of science education.
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From page 101... ...
Because these systems not only enhance student learning but also provide feedback to teachers for use in changing their instructional practices, Linn said, they offer an important avenue for large-scale change in the education system. Massey thanked workshop sponsors Ken Kay and Bruce Fuchs as well as the Board on Science Education staff, describing the workshop as "an amazing experience." She said that the workshop had reminded her of the progress being made in science education, including development of good pedagogical models, curriculum materials, and technological learning tools.
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From page 102... ...
Although there is still a great deal to think about, the workshop provided some depth in moving forward to tackle problems in science education, she concluded. Carlo Parravano suggested that a consensus study might be valuable to illuminate what good science teaching would look like if it incorporated standards-based science content intertwined with 21st century skills.
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From page 103... ...
William Sandoval added his thanks to all participants and thanked the Board on Science Education staff for giving him the opportunity to work with, and learn from, the other members of the workshop planning committee. He agreed with other committee members that it was valuable to bring people representing different constituencies together to build shared understanding.
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From page 104... ...
Eisenkraft concluded that the workshop was only the first step in a continuing process, with many questions related to the intersection of science education and 21st century skills yet to be answered. He said that the papers had enriched the discussions, and that the active participation of individuals from a variety of constituencies had encouraged all participants to think from different perspectives.
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From page 105... ...
Similarly, states and school districts are at different stages of incorporating 21st century skills into teacher professional development. In the context of this continuum of different stages of movement toward 21st century skills, he said, the workshop papers and discussions are very helpful.
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