An Education through Science approach to promoting 21st Century Skills

Jack Holbrook, University of Tartu & ICASE

Extended Abstract
An important need for science and technology education is to meet society expectations. Rapid
changes in the world relating to technological advancement, scientific innovation, increased
globalization, shifting workforce demands and pressures of economic competitiveness are redefining
the broad skill set that students need to be adequately prepared to participate in, and contribute to,
todays society (Levy & Murnane, 2005).
There is a recognition that creative and innovative learning skills are important for an increasingly
complex life and work environment in the 21st century. And within science education, related
attributes encompass critical thinking, problem solving, communication and collaboration (Binkley
et.al, 2012; Griffin et al., 2012). Naturally skills, such as successful problem solving, require a strong
relevant knowledge base (Lazonder et.al., 2008; Lewis, 2006) as well as the will (Paris, Lipson &
Wixson, 1983). The will (the motivation to approach difficult problems and to persist towards a
solution) is a concern. The lack of interest in science education, particularly perceived from its lack of
relevance and abstraction (Osborne et al., 2003), seems to be a particular concern identified by the
European Commission (EC, 2007).
There is a growing recognition that science and technology educations can play a role in guiding
students towards their expected role within society as responsible citizens, while still building a
background for future or higher education and for lifelong learning (Fernandez et al., 2013). This
incorporates a range of generic skills for example i.e. adaptability, complex communication/social
skills, non-routine problem solving, self-management/self-development and system thinking (NRC,
2010). Attention is thus needed to clarify the purpose of science and technology education in the 21st
century for greater employability, social responsibility and an interest in life-long learning in an everdeveloping, knowledge-based, science and technology world. NESCO (Fensham, 2008) identified 11
emerging issues in the field of science education, these stemming from issues about:
1. Scientific Literacy.
2. How Technology relates to Science in Education.
3. Interest in, and about, Science.
4. Science in Schooling and its Educational Purposes.
5. The Nature of Science and Inquiry.
6. The Quality of Learning in Science.
7. The Use of ICT in Science and Technology Education.
8. The Development of Relevant and Effective Assessment in Science Education.
9. Science Education in the Primary or Elementary Years.
10. Access and Equity in Science Education.
11. The Professional Development of Science Teachers.
From a consideration of these 11 topics, this paper relates to the first 6 issues.
Scientific and Technological Literacy
A common goal, expressed in school curricula, is promoting scientific literacy. Although many
definitions of scientific literacy have been developed, the trend is to seek wide meanings to
encompass societal and workforce concerns and concentrate on a few big scientific ideas, rather

than stress content informational knowledge (Feinstein, 2010). Holbrook & Rannikmae (2009) put
forward a definition of scientific literacy to encompass the creative use of evidence based knowledge
and skills while recognising personal and social attributes. A later paper (Choi, 2011) suggested the
need to include further aspects such as meta-cognitive and self-directing student abilities
alongside content knowledge, habits of mind, character and values and science as a human
endeavor. As the interpretation of scientific literacy comes closer to the needs of the future
workforce, so is the need to interrelate science and technology as promoting scientific and
technological literacy. So also is the need to see science teaching towards STL in a more
meaningful or relevant focus with respect to society.
Education through Science
The concern with the standard approach to the teaching of science, referred to here as science
through education is twofold:
(a) students do not see this educational provision as interesting;
(b) educational learning is limited to attributes seen by scientists as important for acquiring a
scientific base.
An alternative approach, focusing heavily on concerns 3 and 4 in Fenshams list is seen as education
through science, (Holbrook & Rannikmae, 2007). The educational learning to be acquired through
science lessons is thus the focus and science is the vehicle (that which is providing the content). The
range of education goals identified for schooling are all considered important for science education
and science teaching is intended to promote student learning in all such goals, irrespective of
whether they have a specificity to science content, or are transversal and developed in a similar
manner across all taught subjects. This means that both cognitive knowledge and process skill goals
intended as part of the intellectual development of students are important, as well as skills
associated with the development of the person and the development of skills related to the social
situation, social values and interpersonal relations.
In most educational systems, science education is an integral part of the total education provision
within a school. Unless it is argued that different subjects cover different educational domains, all
subjects taught need to relate to the full spectrum of educational goals. By recognising that science
education is part of the education provision within schools, the teaching of science subjects can be
expected to promote the development of a range of skills and values, identified within the
educational goals and especially to enable students to solve problems of a scientific nature and make
appropriate socio-subject decisions, in this case, socio-scientific (Holbrook & Rannikme, 2002).
Science education is thus far more than an understanding of science conceptual ideas.
Making Science Education Relevant
A major factor in making science in school more popular, and expected to lead to greater public awareness of
science by students in the future, is the relevance of the learning in the eyes of students (Holbrook, 2008).
This relevance is clearly associated with the establishment of meaningful goals for science education (and
hence education itself) and with the giving of attention to addressing the emerging issues in science
education. In particular, it is recognised that through science education:
Students need to see the relevance of the learning, as it applies to them personally (their own lives, their
career expectations, the wishes of their parents), or the relevance as it applies to society (wishes of the
community, employers, the school, the curriculum) (Fensham, 2008).

While the science provision in school, i.e. the science (or science and technology) education, is expected
to guide students to achieve the goals of education through science, there is also the motivational factor
to consider (Ryan & Deci, 2000).
It is important for students to better appreciate the relevance of the science component in their
education (Holbrook & Rannikmae, 2009).

21st Century Skills

With attention on workforce skills and skills for responsible citizenry in the 21st century, it is
important to elaborate education through science further, paying attention to aspects (Partnership
for 21st century skills, 2008) seen as:
Adaptability; the ability and willingness to cope with uncertain, new, and rapidly changing conditions:
Complex communication/social skills; seen as the ability and willingness to cope with uncertain, social
perceptiveness, persuasion and negotiation, instructing and service orientation.
Non-routine Problem Solving; seen as not only diagnosing a problem; but reflecting on whether a
problem-solving strategy is working and able to generate innovative solutions.
Self-Management/Self-Development; the ability to work remotely/autonomously and have the
capability to acquire new information/skills.
Systems Thinking; conceived as appreciating and handling the whole process, whether for problem
solving or decision making in an appropriate communicative and collaborative environment.
Notwithstanding the need to gain mastery of core subjects, there is also the need to develop high
levels associated with global awareness, health literacy and environmental literacy (perhaps integral
to education for sustainable development). Such a focus on learning and innovation skills can of
course be expressed in different ways. The focus of a workshop on inter-relating 21st century skills
with science education and curricula, still seen as essential to prepare students for the future (NRC,
2010), saw education through science as: creativity and innovation, critical thinking and problem
solving, communication and collaboration with others. However the workshop also drew attention
to: information, media and technology skills, media literacy, flexibility and adapting to change,
showing initiative, manage goals and time and being a self-directed learner, interact effectively with
others, accountability in being able to manage projects, guide and lead others.
The paper elaborates on these aspects.
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