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20th century skills for the 22nd century and beyond!

By Martin Horejsi

Posted on 2011-03-01

“To know the road ahead, ask those coming back.”

—Chinese Proverb

team of science educators has developed a new NSTA position statement acknowledging the value of 21st-century skills within the context of science education (available here). The statement advocates for the science education community to support 21st-century skills consistent with best practices across a science education system and notes that “exemplary science education can offer a rich context for developing many 21st-century skills, such as critical thinking, problem solving, and information literacy.”

With the first decade of the 21st century already in the rear view mirror, it is somewhat interesting-for several reasons-to still be considering what we call 21st century skills. Like it or not, the 21st century is already 11% over, and yet 21st century skills discussions are couched as if 1) there is a really a choice, and 2) the 21st century is still to come.

 
 
Let’s take a stroll down memory lane to consider the challenges to traditional education when calendar pages all over the globe flipped from 1899 to 1900, or in this case, to 1911.

Some of the notable events of the first 11 percent of the 20th century include:

  • The first Nobel Prizes are awarded
  • The first Trans-Atlantic Radio Signal
  • Einstein proposes his theory of Relativity
  • The first electric washing machine
  • Ford begins selling the Model T
  • Plastic is invented
  • Peary is first to reach North Pole
  • The air conditioner is invented
  • Blériot flew his monoplane across the English Channel
  • Rutherford discovers structure of the atom
  • Raymonde de Laroche was the first woman to receive a pilot’s license
  • Amundsen reaches the South Pole
  • The first talking motion picture is demonstrated

Digested, this list indicates we drive cars, human flight is obvious, instant global communication is possible, we have a serious challenge to Newton, the guts of an atom are known, and we have stood on the extreme reaches of our planet. In essence, kids, everything from here on out will be much different than anything known before. Ever.

Two years before the first moon landing, Marshall McLuhan penned the following: “Today’s child is bewildered when he enters the 19th century environment that still characterizes the educational establishment, where information is scarce but ordered and structured by fragmented, classified patterns, subjects and schedules.”

Now lets jump ahead a few decades to see how the 20th century skills played out. But what were the skills of the last century? I’m not sure, however the students of that era either dealt with, discovered, or invented some big ticket things like world wars, the great depression, electrification, antibiotics, the atomic bomb, x-rays, television, telephones, jet flight, radar, vaccines, computers, the moon landing, the internet, and cell phones, just to name a few of the thousands of new additions to society. Not an insignificant list compared with our list that includes iPods, Facebook, eBay, YouTube, video chat and digital books. Sure, I know there are greater things to point a finger at for examples of 21st century change, but as governments fall and rise, the revolutions of Facebook, Twitter, YouTube, and soon (my guess) Google Earth should hardly be surprising. If you recall, Thomas Jefferson did once say, “Information is the currency of democracy.” And if there is anything the above list of web-based tech shouts out, its information.

So were people in 1911 concerned that the education system was failing to teach the skills necessary to be a productive citizen in the new century? I don’t know. I wasn’t there. But there are plenty quotes from education experts of the time expounding upon the perils and pitfalls of our current public school trajectory. For example, in the first half of the last century John Dewey wrote, “Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” Wow, John, that sure sounds a lot like our 21st century skillset.
However, what I do believe is different in the 21st century is the acknowledgement that we can only use today cautiously to predict tomorrow. Further, the skills expected of high school graduates are not limited to those of content, but also must include a flexible, fluid, dynamic attitude that integrates well with any situation the student may encounter. Oh, and the student will encounter situations unlike any generations previous.
What the 21st century has taught us thus far, very much like the first decade of the 20th century, is that inventions and institutions are not much more than suggestions. And to think otherwise is to place too much faith in stasis. As NSTA solicits input about 21st century skills, something should feel familiar about the topic. In the draft position statement, the following list is provided including: core subject knowledge; learning and innovation skills; information, media, and technology skills; life and career skills; adaptability; complex communication/social skills; nonroutine problem solving; self- management/self-development; and systems thinking.
Sounds an awful lot like the processes of science to me. And what’s not to like about that?
Actually, there is something. It’s subtle, but we have longed for predictability in education, and now it seems we are attempting to encapsulate unpredictability into a predictable program with defined outcomes.
My worry here is that we might be using the same piece of 20th century educational practice that concerned McLuhanin in order to package and sell the concept of 21st century skills. As Dewey foretold, the future is not a destination where one arrives and the story ends. And similarly, 21st century skills are not a finite set of testable proficiencies. Instead they are goals of direction and objectives of strategy. As we race against the clock to capture and cage the skills of the 21st century, let’s not incarcerate them, for once in captivity they might fail to thrive. The skills will need to roam in the wild if they are truly going to make a difference.

“Only when we know a little do we know anything; doubt grows with knowledge.”

—Johann Wolfgang von Goethe


“To know the road ahead, ask those coming back.”

—Chinese Proverb

Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes

Winner of the Distinguished Achievement Award from Association of Educational Publishers!

Author Page Keeley continues to provide K–12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroom—the formative assessment probe—in this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series.
Winner of the Distinguished Achievement Award from Association of Educational Publishers!

Author Page Keeley continues to provide K–12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroom—the formative assessment probe—in this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series.

Yet More Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching

In the fourth book of this award-winning series, author Richard Konicek-Moran explores 15 new mysteries children and adults encounter in their daily lives. Relating the mysteries to experiences familiar to elementary and middle school students—Party Meltdown examines ice cubes melting at different rates; Baking Bread explores the importance of yeast; Stuck! uses a playground sliding board to explore properties of friction—the stories show how science is part of everyday life and initiate inquiry-based learning by leaving each mystery without an ending.
In the fourth book of this award-winning series, author Richard Konicek-Moran explores 15 new mysteries children and adults encounter in their daily lives. Relating the mysteries to experiences familiar to elementary and middle school students—Party Meltdown examines ice cubes melting at different rates; Baking Bread explores the importance of yeast; Stuck! uses a playground sliding board to explore properties of friction—the stories show how science is part of everyday life and initiate inquiry-based learning by leaving each mystery without an ending.

More Brain-Powered Science: Teaching and Learning With Discrepant Events

• What can a chocolate chip cookie tell us about the Earth’s resources and the importance of environmental conservation?
• How can a clear, colorless spray solution unveil a hidden message on a blank sign?

• What can a chocolate chip cookie tell us about the Earth’s resources and the importance of environmental conservation?
• How can a clear, colorless spray solution unveil a hidden message on a blank sign?

 

Creating a College-Going Culture

The Science Teacher—March 2011

Research indicates that increased parental involvement has a positive impact on student achievement, especially among Hispanic students (Zarate 2007; NSTA 2010). This author helped science teachers at Falfurrias High School in Falfurrias, Texas, implement Family Science events, which were held three times a semester and attended by high school students' families and local middle and elementary school students. This article describes the Family Science program and how it was modified in 2009 for Falfurrias High School—a rural, primarily Hispanic school—to motivate students to attend college.
Research indicates that increased parental involvement has a positive impact on student achievement, especially among Hispanic students (Zarate 2007; NSTA 2010). This author helped science teachers at Falfurrias High School in Falfurrias, Texas, implement Family Science events, which were held three times a semester and attended by high school students' families and local middle and elementary school students. This article describes the Family Science program and how it was modified in 2009 for Falfurrias High School—a rural, primarily Hispanic school—to motivate students to attend college.
Research indicates that increased parental involvement has a positive impact on student achievement, especially among Hispanic students (Zarate 2007; NSTA 2010). This author helped science teachers at Falfurrias High School in Falfurrias, Texas, implement Family Science events, which were held three times a semester and attended by high school students' families and local middle and elementary school students. This article describes the Family Science program and how it was modified in 2009 for Falfurrias High School—a rural, primarily Hispanic school—to motivate students to attend college.
Teachers of Earth and environmental sciences in grades 8–12 will welcome this activity book centered on six “data puzzles” that foster critical-thinking skills in students and support science and math standards.
Teachers of Earth and environmental sciences in grades 8–12 will welcome this activity book centered on six “data puzzles” that foster critical-thinking skills in students and support science and math standards.
In these pages, Kelly Morgan presents a compelling case for implementing a mastery learning science classroom and then shows us how to do it. Using research-based student performance data, Morgan compiles impressive statistics that support her assertion, “Mastery learning results in improved student learning and motivation.” Showing challenges as well as benefits, this text covers a step-by-step implementation from the traditional classroom to a mastery classroom, along with sample worksheets, checklists, a teacher grading grid, and additional resources.
In these pages, Kelly Morgan presents a compelling case for implementing a mastery learning science classroom and then shows us how to do it. Using research-based student performance data, Morgan compiles impressive statistics that support her assertion, “Mastery learning results in improved student learning and motivation.” Showing challenges as well as benefits, this text covers a step-by-step implementation from the traditional classroom to a mastery classroom, along with sample worksheets, checklists, a teacher grading grid, and additional resources.
 

Earth science

By Mary Bigelow

Posted on 2011-02-25

Click here for the Table of Contents


I totally agree with the editor of Science Scope this month, concerning the status of the earth sciences in many of our high schools. Many years ago when I was in high school, the science offerings started with biology, followed by chemistry, physics, and a fourth year biology elective. Earth science was not even in the course catalog—so much for the good ol’ days! Are things different now? In recent conversations on NSTA listserves, teachers were discussing the order in which students should take biology, chemistry, physics—but few of the conversations included earth and space sciences anywhere in the sequence.
It seems like an earth/space science course would be an ideal capstone course in high school—integrating physics with meteorology and astronomy, chemistry with geology and oceanography, and biology with paleontology and ecology. In essence, students would experience how the sciences are related and focus on interesting and current topics. But as of now, for many students, the upper elementary and middle school grades are the last time they’ll be formally exposed to earth science topics in school.
As middle level teachers will attest, it’s not hard to get young students interested in the earth sciences that explain and describe the world around them. The articles in this issue have lots of suggestions for activities, and I’ve noted the SciLinks topics that would support the content or include additional activities.

By the time students get to middle school, they’ve heard the word “system” in the context of the solar system or the metric system, but they may not understand what systems are. An Earth-System Approach to Understanding the Deepwater Horizon Oil Spill describes a recent event in terms of the interrelationships among the biosphere, hydrosphere, geosphere, and atmosphere. The article also includes graphics to help students see and reflect on the connections. [SciLinks: AtmosphereBiosphere, Earth’s Structure, Water Cycle]
In the Hot Seat has an analysis of home heating options  [SciLinks: Heating Systems, Alternative Energy Homes, Solar Heated Homes, Carbon Cycle/Global Warming]
Ocean Acidification has two lessons presented to help students understand the causes of ocean acidification and its effects on coral reefs. [SciLinks: Coral Reefs, Acid Rain, Greenhouse Gases, pH]
Are you planning any outdoor events at the end of the year? The students in the article Clever with Weather collected and analyzed local data (with an emphasis on graphing) to determine the best place for a picnic. (I know of an elementary school where the students analyze weather data each morning and prepare a report for the principal to help her make a decision about whether to have outdoor recess that day). [SciLinks: Weather, Weather Instruments, Weather Patterns]
Prehistoric life is a popular topic with middle schoolers, and three articles add to that interest. In the Dinoviz project, students trace how our perceptions of what dinosaurs “looked like” over time have changed, based what was learned through research. Fossil Patterns in Time describes a 5E lesson that addresses misconceptions students may have about the geologic time scale and the occurrence of vertebrates. This is one of many excellent lessons at the ENSI (Evolution & the Nature of Science Institutes) website.  Fossil Sharks: Learning From and About the Past also has activities using fossil shark teeth to guide students through investigations of how life and environmental conditions have changed over time. [SciLinks: Geologic Time Scale, Fossils, Fossil Record, Dinosaurs, Sharks]
As the author of Fun with a Flume—Ideas for Inquiry suggests, middle schoolers don’t mind getting wet. The simple apparatus here can be used to demonstrate many concepts related to water. [SciLinks: Convection, Water Erosion, Watersheds and Pollution]
Earth’s Reflection: Albedo includes several activities to illustrate the relationship between this concept and climate change. Although students may not be familiar with this term, they can understand the concept. The authors include diagrams, suggestions for data collection, and assessments. [SciLinks: Albedo]

Click here for the Table of Contents

 

Your first conference?

By Mary Bigelow

Posted on 2011-02-22

With the conference being two weeks away, I’ll review some suggestions for first-timers.

At this point, you should be registered, have arrangements for lodging and transportation, and have your lesson plans ready for the substitute.
Consider attending the first-timers session on the first day. This year, Dr. Christine Royce is hosting the session twice on Thursday (8:00 -9:00 and 3:30-4:30) in the Hilton Continental 5. It’s worth the time.
There are a few other things you should do before you go:

  • Add the NSTA Conference page to your bookmarks or favorites. Be sure to check out the Conference Newcomer’s page.
  • Decide what you’d like to focus on at the conference: What content do you want to know more about? What topics do your students struggle with? Are you looking for new textbooks or equipment? Get suggestions from your colleagues, too. Ask your students what you should learn more about (related to science, of course!). Then go to the conference website and use the Session Browser/Scheduler to look at the session descriptions. You can even print out a personal schedule.
  • Preview the Conference Transcript section on the conference site. When you turn in a session evaluation, the session will be added automatically to your transcript. You can also add events manually. This is a great way to show your administrators which sessions you attended—and it looks impressive!

Read more suggestions on what to take and what to do.

Some hints on what to take:

  • An empty bag—preferably one with wheels—if you know you can’t resist picking up every brochure, handout, and session material you encounter (resistance can be futile), although many presenters are now posting their handouts online.
  • Address labels are handy for sign-up sheets and marking your program and other materials.
  • If you don’t have any business cards, get some or make your own. Be sure to include your e-mail address and what and where you teach. These are great to handout when you’re networking with other teachers, presenters, and exhibitors.
  • A digital camera or cellphone camera is handy to take pictures of equipment, displays, speakers, and new friends.
  • Have an envelope or other system for keeping receipts and other documents. Expenses not reimbursed by your school might be tax-deductible (check with your accountant).
  • Above all, wear comfortable walking shoes and be prepared for San Francisco’s changeable weather!

At the Conference:

  • Pick up your badge holder, your copy of the program (there’s one for each day) and other conference materials ahead of time, if possible. Take some time to finalize your daily schedules. I like to put a small reminder in my badge holder with the session names, times, and locations. You can also stash a few of your business cards in your badge holder, making it easier to hand them out to new contacts.
  • Turn in the session evaluations so they can be added to your transcript.
  • Get to the sessions early. Sometimes the smaller rooms fill up quickly. Have a back-up session in mind in case the room is full.
  • Divide and conquer if you’re attending with friends or colleagues. You can only be at one place at a time, so coordinate with other teachers on what to attend and how to share notes and materials from sessions.
  • Consider taking some snacks and a water bottle (the concessions are often crowded at lunch time).
  • It’s tempting to collect every brochure, poster, and promotional giveaway in the exhibit area. It’s like a science wonderland! But whatever you collect, you’ll have to get home somehow. I know teachers who take an empty bag (see above under things to take) they can check on the way home (or you can ship things home via a delivery service).
  • Take some time for sightseeing, especially if this is your first trip to San Francisco. There will be a booth at registration staffed by local teachers. They’ll have lots of ideas and suggestions for what to see and do and where to eat. My favorite things to do include the Exploratorium museum (but it’s not your ordinary museum!), noshing in Chinatown or North Beach (you’ll walk off the calories on the hills), being a tourist and riding the cable cars, or just strolling around this lovely place. The area right around the Moscone Center has become an amazing collection of eateries and coffee shops, many with outdoor seating.
  • Keep a log or journal of the sessions you attended, people you met, and new ideas. Update your homepage, Facebook, tweets, or class Wiki/blog with a summary of what you are learning at the conference. I’ve even seen teachers Skyping back to their students!
  • Update your conference transcript.
  • Introduce yourself to teachers at the sessions or events. You’ll meet lots of interesting people and make many new personal connections. Although it’s important to keep up with your colleagues via texts/tweets/email, take the opportunity to actually talk to the teachers in line with you or sitting next to you at a session. The value of a face-to-face conference is meeting and interacting with real people, and teachers are the most interesting people of all.
  • Attend a session or two on a topic you know nothing about. It’s a good way to learn something new.

Back Home:

  • Share your experiences with your students. Use some of the promotional items you collected as prizes or gifts.
  • Organize and file your notes and handouts. Share the materials and what you learned with your colleagues.
  • Send a note of appreciation to the administrator who approved your attendance at the conference. Write a brief article for the school or district newsletter, if appropriate.
  • Print your transcript.
  • Get ready for next year!

Does anybody else have tips for conference newbies? Please leave a comment.

With the conference being two weeks away, I’ll review some suggestions for first-timers.

At this point, you should be registered, have arrangements for lodging and transportation, and have your lesson plans ready for the substitute.

More than 50 percent of science lessons in today’s elementary textbooks use visual information to help demonstrate concepts. With Developing Visual Learning in Science, K–8, educators can help their students develop skills in interpreting photographs, charts, diagrams, figures, labels, and graphic symbols. These skills are called visual literacy skills. Visual literacy in science is especially relevant for students who pursue careers in science, technology, engineering, and math.
More than 50 percent of science lessons in today’s elementary textbooks use visual information to help demonstrate concepts. With Developing Visual Learning in Science, K–8, educators can help their students develop skills in interpreting photographs, charts, diagrams, figures, labels, and graphic symbols. These skills are called visual literacy skills. Visual literacy in science is especially relevant for students who pursue careers in science, technology, engineering, and math.
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