Resources - Archived Materials

Section One: Introduction

1.1 The world of the twenty-first century and science education

The twenty-first century will begin as a period of rapid change and technological development. The trends we see in the 1990's forecast an increasingly challenging future for those in the work force and those preparing to enter it. Nowhere is the need to face the realities of the future greater than in education. The insights of today will shape tomorrow, (especially in the field of science education.

Certain trends are clear, More than half of all future areas of employment will require some form of scientific and technological competence. Furthermore, the range of science-related occupations is growing as newer specialties emerge or expand (e.g., biotechnologists, nuclear technicians., psychopharmacologists, geriatric rehabilitation professionals). Employers will continue to seek employees with transferable competencies. Employees will have to be able to work quickly and effectively to obtain, organize, manage, synthesize, and communicate ever-larger quantities of information from many sources. They will function within a framework of individual accountability for work that is evidence- and outcome-based. They will not see an end to escalating change, and although they will never know exactly how their futures may evolve, they will live in a world of growing opportunities

Educators face the challenge of building a strong, viable work force that can meet tomorrow's needs, many of which are still unknown. Broad-based education will enable all students to achieve science literacy and develop a variety of skills. Students will require a strong conceptual basis to the knowledge they acquire so that they can apply it to a wide range of situations and problems. They will also require the high-level analytical, problem-identification and solution-generating skills that are so necessary for the future and that are emphasized in science classes.

Many students will enter high-level jobs that require extensive scientific and technical knowledge and skills. They will need to become innovative thinkers and be able to seek out and experiment with the best practices available to them. They will have to take responsibility for their own learning. In addition, they will need to apply scientific principles (i.e., qualitative and quantitative evaluation and data analysis) and be able to think reflectively. Learners who meet the demands of the twenty-first century will have innate curiosity and a desire for continuous learning. Educators who work successfully with them will have the same attributes - they will keep up with advances in science, as well as new learning methods, resources, and technologies.

Science education for the twenty-first century must be far reaching. It must embrace human values and create a positive climate for learning. Students need to understand the links among science, technology, society, and the environment (STSE). The integration of science with other subjects, especially mathematics, technology, and language will be essential. The study of science must develop generic skills, creative and critical thinking, problem-identification and problem solving skills, and entrepreneurial awareness. Above all, science education must be relevant so that students recognize the link between it and real-world issues and problems.