The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners

Abstract

In this article, we critically examine skills that are necessary for the effective learning of science in adolescent populations. We argue that a focus on twenty-first-century skills among adolescents within the context of science instruction must be considered in light of research on cognitive and social development. We first review adolescents’ emerging abilities in terms of five domains identified by the National Research Council Board on Science Education: adaptability, complex communication/social skills, non-routine problem-solving skills, self-management/self-development and systems thinking. We next describe practices that science teachers can use to enhance the development and use of emerging cognitive abilities in adolescents. We conclude by providing seven research-based recommendations for adolescent science instruction.

Keywords:

• adolescence
• twenty-first-century skills
• cognitive abilities
• problem solving
• systems thinking
• adaptability

Acknowledgements

We are grateful to the National Science Foundation and the National Academy of Education for their support in the development and writing of this paper. A prior version of this manuscript was presented to the National Academy of Education in Washington, DC, in February, 2009.