21 Century Skills w pigułce

21st Century Skills Map
DESIGNED IN COOPERATION W I T H T H E N AT I O N A L S C I E N C E T E AC H E R S A S S O C I AT I O N ( N S TA )

This 21st Century Skills Map The Partnership advocates for the integration of 21st Century Skills into K-12
is the result of hundreds of
hours of research, development education so that students can advance their learning in core academic subjects.
and feedback from educators
and business leaders across
the nation. The Partnership The Partnership has forged alliances with key national organizations that represent the core academic subjects, including Social
has issued this map for Studies, English, Math, Science and Geography. As a result of these collaborations, the Partnership has developed this map
the core subject of Science. to illustrate the intersection between 21st Century Skills and Science. The maps will enable educators, administrators and
This tool is available at policymakers to gain concrete examples of how 21st Century Skills can be integrated into core subjects.
www.21stcenturyskills.org.

A 21st Century
Skills

B Skill Definition
C Interdisciplinary Theme

D Sample Student
Outcomes/Examples

An example from the Science 21st Century Skills
Map illustrates sample outcomes for teaching
Flexibility and Adaptability.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 06/09 1

Science and 21st Century Skills
In the context of science education, 21st Century Skills offer some new ways of
framing what have long been valued approaches in the science classroom and
some new ideas for enriching students’ investigations with cross-disciplinary
modes of learning.

The inverse is also true. Science contributes its rich traditions of critical and creative thinking, applied technologies, and
collaborative work— along with high standards for communication and personal responsibility— to the benefit of 21st Century
Skills discussions in all discipline areas. The linkages between the 21st Century and Science skill sets detailed in this map are rooted
in the inquiry, process knowledge, experimental design, and scientific habits of mind elements of these traditions, as referenced in
the AAAS Project 2061 Benchmarks for Science Literacy1 and the Atlas of Science Literacy2, and the National Science Education Standards3,
and extrapolated from the practices of scientific research as they are changing in the 21st Century.

Derived from key principles and reflecting emerging best practices, this document is intended to provide snapshot images of
what K-12 science education can look like when students are provided opportunities for technology-rich collaboration, creation,
contribution, and metacognition in authentic ways that enhance—not replace—robust science content. This document is neither
a set of standards nor a comprehensive sequence of activities, but rather a starting point for ideas and discussions that begin with
current practice and look forward.

1 American Association for the Advancement of Science Project 2061. (1993) Benchmarks for Science Literacy. New York, NY: Oxford University Press.

2 American Association for the Advancement of Science Project 2061. (2001, 2007) Atlas of Science Literacy, Volumes 1 and 2. Washington, D.C.: AAAS/ National Science Teachers
Association. http://www.project2061.org/publications/atlas/default.htm

3 National Research Council. National Science Education Standards. (1996). Washington, D.C.: National Academies Press. http://www.nap.edu/openbook.php?record_id=4962


LEARNING AND INNOVATION

Creativity and Innovation
4th Grade 8th Grade 12th Grade

Science is, by its nature, OUTCOME: Students provide concrete OUTCOME: Students are able to describe OUTCOME: Students explain how scientific
a creative human examples of science as a way of thinking that how science and engineering involve creative understanding builds on itself over time, and how
endeavor. Scientific and involves both systematic and creative processes processes that include generating and testing advancements in science depend on creative
technical innovations that anyone can apply as they ask questions, ideas, making observations, and formulating thinking based on the knowledge and innovations
are advanced through solve problems, invent things, and develop ideas explanations; and can apply these processes in of others.
processes that build on about the world around them. their own investigations.
previous knowledge and EXAMPLE: Students choose a scientific theory
the application of theory EXAMPLE: Students examine the ways they EXAMPLE: Student teams design plans for a and research the history of its development,
to real world situations. use scientific thinking and experimental problem device that will assist people with disabilities then use concept mapping or timelining
Modern societal and solving processes in their day to day activities and create 3-D sketches of their device using software to diagram previous discoveries, ideas,
environmental challenges such as cooking, gardening, playing strategy simple computer aided design software. The class and technologies upon which the theory was
require new and creative games, fixing a bike, or taking care of a pet. For develops criteria for peer review and then teams predicated and the different disciplines from
scientific and technical example, as part of a class gardening project, pass their plans to another team that makes which previous knowledge was drawn. Students
approaches, as well as students produce an ongoing podcast or use a recommendations for refinements to improve the report on how this theory represented a creative
wiki to illustrate their processes for determining original plans. All teams debrief together on their way of approaching this scientific question.
investigations that are
the ideal conditions for growth, nutrition, and experience with the engineering/design process
more cross-disciplinary.
maintenance through the class’s design activities. and identify the different scientific disciplines
they had to draw upon to create their design
(biology, physics, engineering, etc.) and how those
disciplines interrelate when applied to solving
the design problem. Students also discuss what
other expertise could be drawn upon to improve
their designs including input from people with the
disabilities their designs address.



Critical Thinking and Problem Solving

Critical thinking and OUTCOME: Students construct their OUTCOME: Students plan and conduct OUTCOME: Students understand that scientific
creative problem solving own scientific understanding and develop scientific investigations and write detailed research and experimentation are guided by
are the hallmarks of the their scientific process skills by asking explanations based on their evidence. fundamental concepts, and that investigations are
scientific process. Students scientific questions, designing and conducting Students compare their explanations to those conducted for different reasons, such as exploring
can use abilities developed investigations, constructing explanations made by scientists and relate them to their own new phenomena, building on previous results,
in science to think from their observations, and discussing their understandings of the natural and comparing different theories, and addressing
logically and reasonably explanations with others. designed worlds. problems facing society.
about concepts they are
learning, and to apply EXAMPLE: Students plan and conduct EXAMPLE: Students research how the EXAMPLE: Student teams use digital libraries
them to their everyday experiments to explore the properties (e.g., physical and chemical properties of different and other online resources to research different
lives. Compelling, and absorbency, insulation, durability) of various natural and human-designed materials affect nanoscale materials, including information about
often complex, problems natural and human-designed fabrics and record their decomposition under various conditions. their surface to volume ratio. Using computer-
are at the root of many their findings into a shared class database, wiki, They compare their findings to the material aided design or other digital design/drafting
science investigations. or digital lab notebook. They then use their data evidence used by scientists to reconstruct the tools, students apply this information by creating
to design a suit of clothing for use in a high- lives of past cultures, as well as create a map designs for houses that use nanomaterials to
performance activity, such as working outdoors of their classroom as a future archeological improve energy efficiency, safety, and durability,
in polar regions or competing as an Olympic site (including written descriptions of artifacts) and lower costs of construction.
athlete. Students share design choices with their discovered by scientists.
peers in the form of an advertisement they
create to market the product.



Communication

Effective communication OUTCOME: Students prepare and interpret OUTCOME: Students can identify conventions OUTCOME: Students model the practices
is central to scientific a variety of methods for demonstrating for writing and speaking scientifically that of research science by informing others about
research practices. understanding and explaining the results of distinguish scientific communication from other their work, developing effective explanations,
Scientists describe investigations including charts and graphs, types of expression, and describe reasons behind constructing and defending reasoned arguments,
their work so that diagrams and illustrations, photographic images, those differences such as the need in science for and responding appropriately to critical comments
the research can be and informational and procedural text. precision, detail, and evidence over opinion. about their explanations.
duplicated, confirmed,
EXAMPLE: A class envisions their school as EXAMPLE: Students view video samples from EXAMPLE: Students produce a school or
and advanced by others,
a science museum and creates exhibit signage a variety of sources of people speaking about a district-wide electronic journal to communicate
but also understood by
including text, images, and/or graphs to explain science-related topic (e.g., news reporters, news work they are doing in their science classes on
public, non-technical interviews of science experts, video podcasts of a specific unit or topic. Students develop criteria
audiences. Scientific the science around them, within the school and
on the grounds (e.g., how the water fountain college lectures, segments from public television for peer review and critique each other’s work,
thinking is communicated documentaries, or student-made videos of modeling the process for professional journals.
in many different ways works, information about school energy usage,
or natural history information for identifying parents and professionals in their community).
including oral, written, Students rate the videos on the degree to which
tree species around the school).
mathematical, and the person sounded scientific, then identify
graphical representations characteristics of speech pattern, word choice, OUTCOME: Students can explain why
of ideas and observations. level of detail, and other factors that influenced mathematical equations and formulae are used as
their perceptions. Students discuss ways that representations of scientific phenomena and as a
OUTCOME: Students understand that models means of communicating scientific ideas.
scientific communication differs from other
are simplified representations of real objects
forms of expression, and why those differences
and processes, and that models serve as a EXAMPLE: Student teams design an
might be useful to scientists, then design a card
means to communicate ideas and knowledge observational or experimental investigation to
game, board game, or video game that will help
about how things work. teach their peers some of the “rules” of science explore mathematical relationships commonly
communication that they’ve observed. applied in science, as appropriate to the level
EXAMPLE: Students seek out a variety of of their math coursework. Students collect
two- and three-dimensional models in their and analyze data to support an evidence-based
school and home (e.g., a globe, a diagram of description of their chosen mathematical
the human body, a toy car) and create a table OUTCOME: Students are familiar with the use relationship. For example, to explore change over
to record each model’s type, purpose, and of computational models as tools to describe and time equations in their algebra class, students
how it varies from a real object or process predict real-world phenomena. measure the initial circumferences of several
(e.g., changes in scale, spatial relationships, balloons filled with helium and several filled by air
composition, shape, color, complexity). EXAMPLE: Students interview local scientists exhaled from their lungs. Then make additional
Student groups discuss why different models (e.g., university researcher, local television measurements at regular intervals and plot the
are useful for different purposes. meteorologist, medical technician) about the ways changes in size versus time. Students discuss
in which computer models inform their work. the different rates of change for the two types
Students create a digital gallery of images from of balloons and determine the mathematical
the different models accompanied by audio files of equations that best describe the results of their
the interviews. change over time investigation.



Collaboration

Science is inherently a OUTCOME: Students work OUTCOME: Students work collaboratively OUTCOME: Students collaborate
collaborative process with collaboratively with others, both with others, either virtually or face-to-face, with peers and experts during
21st Century emphases in small and large groups, in their while participating in scientific discussions and scientific discourse and
on interdisciplinary and science classroom. appropriately using claims, evidence, and reasoning. appropriately defend arguments
international research, using scientific reasoning, logic,
as well as increasing EXAMPLE: Students work with EXAMPLE: Working in collaboration and modeling.
collaboration between other local schools and community organizations with other classes in the school,
“hard” science and social to conduct a backyard species count. The class students investigate water runoff EXAMPLE: Students participate in a “citizen
sciences. A trend toward creates a wiki for collaborators across the in their school grounds and use science” project such as a service learning
greater specialization in community to learn the data protocol, enter GPS and GIS technologies to create project, or an environmental issue specific to
scientific careers requires their data, and post digital photos. Scientific relevant maps. Students are assigned the community; through which they have the
researchers to rely on the experts use the wiki to inform their research specific interdependent roles based on opportunity to work collaboratively with local
disciplinary expertise of and help participants identify species. Students their interests and talents including background and remote research scientists, organizations,
others as collaborators in present their findings to a local government research, data gathering, GPS and GIS use, creating agencies, and/or universities. Student teams blog
entity such as a parks commission or urban graphics, and communicating findings. Students about their experiences and how they connect
their work.
planning council. meet in their investigation teams, and also meet to their classroom learning, then present their
with students in other classes who share their research findings to an external audience, such as
role in the project (i.e., GPS operators from each a science fair, junior academy of science, or local
class meet together to discuss their work). chapter of a scientific professional society.


INFORMATION, MEDIA, AND TECHNOLOGY LITERACY

Information Literacy

Being information literate OUTCOME: Students are able OUTCOME: Students are OUTCOME: Students are able
in the context of science to locate reliable scientific able to locate reliable scientific to determine the verifiability of
involves assessing the information in reputable print information in reputable evidence presented in print and
credibility, validity, and and electronic resources. reference books, back issues electronic resources to evaluate
reliability of information, of journals and magazines, on scientific claims.
including its source and EXAMPLE: Students gather websites, and in computer databases.
the methods through menus that contain nutrition facts from local EXAMPLE: Students critique the
which the information restaurants (including fast food restaurants) and EXAMPLE: Students compare databases of validity of a health profiling or self-assessment
and related data are compare the dietetic information with published health-related information (e.g., blood pressure) survey available through general public media
derived, in order to medical recommendations for daily intake. These to determine patterns of distribution and (e.g., a diet quiz accessed through a fitness
critically interpret scientific comparisons can be drawn from various print implications of those patterns to different magazine website). They then gather scientific
arguments and the media, pamphlets, and websites. populations. They then take their own blood research-based resources to assess the accuracy
application of science pressure readings, graphically represent those of recommendations made by the tool. Finally,
concepts. readings, and compare them to the public they design their own diet assessment tool
databases. making modifications based on their research.


INFORMATI ON, MEDIA, AND TECHNOLOGY LITERACY

Media Literacy

Media interpretation OUTCOME: Students can generate OUTCOME: Students are able to identify and OUTCOME: Students are able to critique claims
of scientific information guiding questions to help them critique arguments in which the claims are not that people make when they select only data
may be different from evaluate media claims based consistent with the evidence given. that support the claim, and ignore data that may
the interpretation by the on evidence rather than simply contradict it.
scientific community of believing the message as presented. EXAMPLE: Student teams research a local
that same information. environmental issue and prepare editorial essays EXAMPLE: Students are provided multiple
Complexities in science EXAMPLE: From a variety of sources, in the style of a media release, making sure to examples of popular press and news media
do not always convert students collect examples of commercially include evidence of the problem and specific articles, as well as articles in more scientifically-
well into short media available products claiming to be “green” claims they make based on that evidence. oriented magazines, about global climate change.
messages. or “eco-friendly”. Students discuss the Students develop criteria for peer review, then Students develop criteria for reviewing the
manufacturer’s basis for each claim, and how exchange their products and critique each other’s documents including variables of credibility,
the meaning of these terms might be different work for consistency of claim and evidence. validity, sources cited, etc. Students evaluate the
for different groups (e.g., consumers, scientists, articles, identifying the claims made in each and
medical professionals, environmental regulators); the evidence or data that support those claims.
then generate lists of questions that different Students then rank the articles, as they interpret
groups might use to evaluate these claims. them, from most to least accurate and scientifically
defensible. They are then led in discussion of the
rankings and any differences between the popular
and more scientific press.


INFORMATION, MEDIA, AND TECHNOLOGY LITERACY

Information and Communications Technology (ICT) Literacy

Increased computing OUTCOME: Students can give OUTCOME: Students can articulate how OUTCOME: Students can provide examples
capacity enables examples that demonstrate how technology is essential to science for such of how new technologies make it possible for
large-scale data technology extends the ability of purposes as sample collection and treatment, scientists to extend their research in new ways
analysis, wide-array people to observe and interact measurement, data collection and storage, or to undertake entirely new lines of research,
instrumentation, remote with the world including how computation, and communication of information. and how the very availability of new technology
sensing, and advanced people communicate, gain knowledge, itself often sparks scientific advances.
scientific modeling. ICT and express ideas. EXAMPLE: Students participate
innovations provide new in an established national or EXAMPLE: Students are introduced to a variety
tools for doing science EXAMPLE: Students exchange “biome boxes” international e-science initiative of computational models used by scientists
including gathering and with students from various parts of the country. that uses distributed ICT to study complex biological interactions, such
analyzing data and These boxes that contain actual or virtual networks to collect scientific data. as population dynamics. Working in teams,
communicating results. examples and/or artifacts of living things from Students gather and analyze local students engage in a conceptual design process
their own community are sent to various data or deploy local sensors that contribute to for a computational model that could be used
other schools. They then telecommunicate a larger computer-network enabled database. to investigate a particular ecosystem, creating
with students in the schools with whom they Examples include studies of butterflies, general schematics that represent different
exchanged boxes, learning more about those amphibians, bird migrations, local climate subsystems that would be part of the model,
parts of the country and the life in them. variations, and radioastronomy signal analyses. what direct and remotely sensed data inputs
would be involved, what external datasets might
be useful overlays, what calculations would be
run, and what data outputs would be generated.


LIFE AND C AREER SKILLS

Flexibility & Adaptability

Flexibility and adaptability OUTCOME: Students can provide illustrative OUTCOME: Students can identify OUTCOME: Students are able to revise their
are valued in science examples of science as an ongoing process that the difference between scientific own scientific ideas and hypotheses based on
because evidence-based includes expanding, revising, and sometimes theories (which can be improved new evidence or information.
reasoning can change discarding theories based on new evidence, and through new evidence and
previously held ideas and that our understanding of a topic can change as expanded through exceptions to EXAMPLE: Students design their
hypotheses. Over time, more research is completed. observed patterns) and beliefs (which own means of observing and/
changing technologies may or may not be based on evidence). or testing the Earth’s direction
and expanding scientific EXAMPLE: Students research the 2006 of rotation that includes working
understanding create new re-designation of Pluto from the status of planet EXAMPLE: Students examine satellite images remotely with students in other
fields of interdisciplinary to that of minor planet. Teams of students of the Earth and distinguish geologic structures countries to investigate the commonly
study and new ways of prepare arguments and create multimedia props from signs of plant and animal activity—including held idea that water goes down a drain in
doing things. recommending for or against the reclassification human-created patterns—then compare those different directions in the northern and
based on scientific reasoning and hold a patterns to images of other planets and their southern hemispheres.
classroom debate. moons. This information is used as the basis for
discussion on what evidence for life on other
planets we might be able to detect.
OUTCOME: Students are
OUTCOME: Students can able to successfully apply their
identify how improvements in scientific knowledge and scientific
scientific instruments can lead OUTCOME: Students can provide examples reasoning skills to a variety of
to new discoveries. that show how people often rely on scientific situations and new areas of study.
information to inform personal choices
EXAMPLE: Students study the discovery and societal practices, and that EXAMPLE: Student teams choose a habit
of microscopic life forms as the source of changes in scientific understanding or practice in which they engage that carries
infectious disease. Using inks that illuminate can affect those choices. risks about which they have concerns (sport
under ultraviolet light, students work in teams injuries, flying in an airplane, eating fatty foods).
to determine the most effective hand-washing EXAMPLE: Students research They research the relative risks for those
techniques and then create posters to teach the historical development of a activities compared to other activities about
their recommended protocol to fellow students. safety technology such as car seat belts or bike which they don’t generally worry. Students
helmets, and examine product test data and develop questions and data analysis measures
actuarial data from online resources. Students for an online survey that they administer to
present their findings, including multimedia their classmates. They analyze survey results to
charts and graphs, and discuss the implications explore any discrepancies they discover in their
of laws that require the use of these devices. research between perception and data.



Initiative & Self-Direction

As the nature of science OUTCOME: Students are able to design an OUTCOME: Students are aware of the broad OUTCOME: Students have a variety of
is to raise questions, investigation based on a question they have range of careers and pastimes that involve opportunities to read/view and interpret scientific
science cultivates initiative generated from their own curiosity. scientific inquiry. information through both popular and professional
and self-direction, and media in areas that interest them, and are able
encourages lifelong EXAMPLE: Students identify a favorite sport, EXAMPLE: The school holds an event to to discuss their thoughts and questions on these
learning. Curiosity hobby, or other area of personal interest and showcase opportunities for students to be topics informally with peers.
motivates scientific keep a question journal (paper or digital) involved in amateur science interest groups and
thinkers to make careful about that interest, writing down a wide range citizen science research projects. Representatives EXAMPLE: Students form discussion groups
observations and try of questions they may have about it. After from local astronomy societies, rock and mineral or join with existing groups, either face-to-face
things out as a way to a month, students examine their questions clubs, birdwatching groups, science museum or through online social networking tools, to
seek answers to questions and categorize them by those that could be volunteer programs, university outreach, and enable regular conversations around science-
and to develop solutions scientifically tested, researched, or observed other informal learning groups are invited related topics (current events, books or articles,
to identified problems. versus those that would be answered by to present. Students interview guests using television programs, the accuracy of the science
opinion. Finally, they share their questions classroom-developed questions that inquire in Hollywood movies). They create shared web
with peers and through discussion, determine about initiative, self-direction, and external browser bookmarks to identify resources of
whether or not they are investigable questions. influences that affected their career choices and interest for their peers.
scientific interests.



Social & Cross-Cultural Skills

Social and cross-cultural OUTCOME: Students can describe OUTCOME: Students are able to structure OUTCOME: Students can explain
skills are important to ways that people from many scientific discussions to allow for differing how personal, societal, and cultural
science because doing cultures, backgrounds, and abilities opinions, observations, experiences, and perspectives influence the scientific
science involves many participate in science. perspectives. questions people pursue, and
different kinds of work how people interpret scientific
and engages men and EXAMPLE: Students interact via EXAMPLE: Students learn basic group information.
women of all ages, email or webconferencing with teams facilitation techniques and decide as a class how
backgrounds, and physical of international scientists, working together on to apply them to improve their own scientific EXAMPLE: After studying the
abilities. Science is a research initiative such as the International processes and discussions. Students identify background content of a current
advanced by synthesizing Space Station, the Intergovernmental Panel on and rank higher-to-lower quality facilitation scientific or technology related issue,
the different observations, Climate Change, or an Antarctic research station. and discussion techniques and norms. Students discovery, or event, student teams use online
perspectives, opinions, and videotape class labs and other science activities news sources and internet radio broadcasts
interpretations of many to critique their own application of equitable from other countries to compare and contrast
individuals. practices, using classroom-developed protocols. international coverage of the topic with that
of U.S. media. Students identify different uses
of wording, including persuasive, derogatory,
etc. Students examine how the informational
and editorial aspects of reporting on science
might be different in other cultures and in
diverse American sub-cultures, then use social
networking tools or wikis to discuss these
differences with students in other regions of the
country or other countries.



Productivity & Accountability

The high ethical standards OUTCOME: Students identify a variety of tools OUTCOME: Students can articulate the OUTCOME: Students can
and collaborative and techniques that scientists use to gather importance of accurate data collection and describe and provide examples
nature of science scientific information depending on what it is record keeping in science, and are able to of how people may be impacted
promote expectations they want to know and the circumstances under demonstrate good practices for data collection, positively or negatively by the
for accountability and which data will be collected. and identify common sources of error. outcomes of scientific studies,
productivity. Scientists technical developments, and scientific
use a variety of tools and EXAMPLE: Student teams use various methods EXAMPLE: Student groups in a physical science approaches applied to real world problems.
instruments to enhance to record weather data over a two-week period. class design experiments to examine how
their ability to produce One group tracks only what is reported in the different sources of error can impact the results EXAMPLE: Students engage in a role-playing
and replicate accurate news, one group writes down their observations, of a lab activity focused on the relationship scenario based on real science and geography
data, and to meet another makes photographic records of daily between force, mass, and acceleration. Groups that models a city’s decision to either rebuild
expectations for sharing weather, another takes readings using probeware. document both the experiment design and their or relocate homes that have been destroyed
their findings with the Students discuss the different data collection results, then give their descriptions to another in a natural disaster. Student roles include
scientific community and techniques and their relative accuracy, their group to repeat the experiment based solely scientists, civil engineers, government officials,
usefulness at different scales and for different on their instructions. Groups compare methods relief workers, insurance industry representatives,
general public.
purposes, and other pros and cons. and data for their different trials and discuss news media, and homeowners. The class develops
similarities and differences in their results. criteria for scientific use of data, analysis
processes, and accountability of the impact for
different roles on project outcomes.



Leadership & Responsibility

Science involves a code OUTCOME: Students can describe how doing OUTCOME: Students understand the OUTCOME: Students recognize the role of
of conduct that is openly science carries responsibilities for assuring the importance of proper citations and respect for science in society and can identify potential
and frequently discussed, safety and rights of others and can provide intellectual property rights. sources of bias and influence that can affect
with high standards for examples of their own responsibilities while scientific research and the use and reporting of
ethical responsibility doing science activities at school. EXAMPLE: Students investigate ways that the scientific information.
around referencing the works and ideas of others are referenced in
work of others, drawing EXAMPLE: Students visit a farm, zoo, or animal different types of media including scientific papers, EXAMPLE: Students gather information
conclusions based on shelter to research the basic requirements and news magazines, television programs, and both about alternative energies such as biofuels,
evidence, recognizing the ethical issues of keeping live animals in captivity, professional and popular science websites. They wind generators, or nuclear power plants
potential for bias, avoiding including a focus on the safety of the animals, gather and compare what they consider to be from a variety of sources. They document
political and financial handlers, and visitors. They discuss what would good and bad examples. Students discuss why the location and format of the information,
influence, constructing be appropriate and inappropriate ways to keep citations are important and what the challenges what organizations or individuals published it,
and conducting safe animals in the classroom and use digital images are for proper referencing (e.g., tracking how it was funded, and the key arguments or
investigations, and (photos or video) and text to create a handbook ownership of online materials), then use screen statements made. They analyze and categorize
for keeping live animals. capture software to create a tutorial for their the information to determine potential biases
appropriately applying
peers that explains guidelines and tools (including and to distinguish opinion and hearsay from
research results and other
citation software and social bookmarking sites) claims based on evidence.
scientific knowledge.
that can help them adhere to proper intellectual
property practices.


Interdisciplinary Themes
Global Awareness
Science is an international enterprise that benefits from cross-cultural perspectives and multi-national collaborations. Many
pressing issues of scientific study can only be addressed on a global systems scale.

Financial, Economic, Business and Entrepreneurial Literacy
Scientific information and the products of science and technology research are increasingly integral to the
U.S. and global economies, including new business sectors that are rapidly arising from interdisciplinary
research areas (e.g., biotechnology, nanotechnology, alternative energies). Funding basic scientific research
and development is an essential precursor to sparking science and technology business innovations. Understanding basic
science concepts behind commercial products and services can help inform consumer choices, and the scientific processes
of data interpretation and modeling facilitate financial analysis and planning.

Civic Literacy
Scientific literacy is important to making informed civic decisions, as communities increasingly must determine policies and
regulations related to environmental health, natural resources management, civil engineering, and human wellness.

Health Literacy
Health literacy is developed through understanding of human biology and the role of humans in global
ecosystems, including concepts of basic biology, disease transmission, nutrition, biotechnology, and bioethics.
It is important that scientific knowledge and peer-reviewed research inform how health science information is
gathered, evaluated, and applied at scales from personal choices to healthcare delivery to federal policymaking.


Supporting Structures
The National Science Education Standards (NSES) (National Research Council, 1996) recommend areas of “less” and “more” educational emphasis, many of which align
with the 21st Century Skills supporting structure categories. 21st Century learning tools, examples of which are provided in the table below, can enrich and support
the NSES recommendations. Some of the emphasis statements have been paraphrased or combined relative to how they appear in the NSES.

Less Emphasis on… More Emphasis on… 21st Century Tools

21st Century Standards • Acquiring information and recitation of • Understanding scientific concepts, • Use of probeware, mobile media devices,
acquired knowledge developing abilities of inquiry, and learning GIS and various online tools for data
subject matter disciplines in the context of collection, as well as online data sets
inquiry, technology, science in personal and • Online collaboration, conferencing, and
social perspectives, and history and nature communication tools for authentic research
of science with peers and scientists
• Social networking sites
• Digital libraries

Assessment of • Using summative tests of discrete, factual • Assessing rich, well-structured knowledge, • Electronic portfolios
21st Century Skills information that is easily measured as well as scientific understanding and • Online collaboration, conferencing,
• Assessing to learn what students do not reasoning communication tools
know, and assessing only achievement • Engaging students in ongoing assessment of • Social networking sites
their work and that of others • Media creation tools including software
• Assessing to learn what students do for graphic design, digital photo and video
understand, as well as achievement and editing, and presentations
opportunity to learn

21st Century • Rigidly following curriculum • Selecting and adapting curriculum • Access to the Web and personal computing
Curriculum and • Presenting knowledge through lecture, text, • Guiding students in active, extended • Brainstorming, concept mapping software
Instruction and demonstration scientific inquiry • Computer-aided design, modeling software, and
• Asking for recitation of acquired knowledge • Providing opportunities for scientific simulation software
• Providing textbook and lecture-driven discussion and debate among students • Digital production tools (digital photography
curriculum with broad coverage of • Providing curriculum that supports the and video)
unconnected factual information standards, includes a variety of components • GIS and GPS tools
(e.g., laboratories, emphasizing inquiry and • Graphics software (drawing, painting, image
field trips), and includes natural phenomena editing)
and science-related social issues that • Digital libraries
students encounter in everyday life • Multimedia resources (images, video, audio,
animations, simulations, and educational games)
• Online courses and self-paced learning modules


Supporting Structures (continued)
Less Emphasis on… More Emphasis on… 21st Century Tools

21st Century • Seeing teachers as based in classrooms, • Treating teachers as professionals and as • Ongoing professional development to
Professional Development learning alone members of collegial communities promote an inquiry approach in the context
• Separating theory and practice • Integrating theory and practice in the of laboratory and field, as well as through
• Transmitting teaching and content school setting use of technology
knowledge through lectures and reading • Encouraging teachers to learn about • Collaboration, conferencing, communication
• Seeing teachers as consumers of knowledge science and science teaching through tools (online)
• Providing one-shot sessions, courses and inquiry and investigation • Social networking tools
workshops to teachers as technicians • Employing long-term coherent plans • Online courses and self-paced learning
including a variety of activities for reflective modules
practitioners
• Seeing teachers as producers of knowledge
• Providing opportunities both for continual
learning and networking for school
improvement

21st Century • Treating students alike and responding to • Responding to individual students’ • Brainstorming and concept mapping
Learning Environment them as a whole interests, strengths, experiences, and needs software
• Maintaining responsibility and authority by • Supporting a classroom community with • Online authoring, brainstorming, graphics,
the teacher, and supporting competition cooperation, shared responsibility, and spreadsheet and presentation software
rather than collaboration respect • Online collaboration, conferencing,
• Learning opportunities that favor one group • Providing challenging opportunities for all communication tools
students to learn science • Resources in the local community including
people, places, institutions, and information
• Digital libraries
• Social networking sites
• Media creation tools including software
for graphic design, digital photo and video
editing, and presentations
• Online courses and self-paced learning
modules


21 Century Skills w pigułce

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