QualityScienceEducationand21st-CenturySkillsIntroduction.pdfVIP

Quality Science Education and 21st-Century Skills Introduction Rapid changes in the world—including technological advancement, scientific innovation, increased globalization, shifting workforce demands, and pressures of economic competitiveness—are redefining the broad skill sets that students need to be adequately prepared to participate in and contribute to today’s society (Levy and Murnane 2005; Stewart 2010; Wilmarth 2010). NSTA acknowledges the need for and importance of 21st-century skills within the context of science education and advocates for the science education community to support 21st-century skills consistent with best practices across a preK–16 science education system. National organizations, including the Partnership for 21st Century Skills (P21) and the National Research Council (NRC), have sought to identify and define 21st-century skills, explore their integration within the education system, and address the intersection of 21st-century skills and the teaching of core disciplines (P21 December 2009; NRC 2010). For the purposes of this statement, NSTA references and supports definitions of 21st-century skills provided by both P21 and NRC, which have different emphases but collectively encompass 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. One could argue that 21st-century skills have always been important. There is now a need, however, for these skills to be possessed by the majority of the population. As a result, these skills should receive priority in today’s education system (NRC 2010, Bybee 2010a). The growing bas