The Challenges of Teaching and Learning about Science in the Twenty-First Century: Exploring the Abilities and Constraints of Adolescent Learners

Autor/inn/en	Anderman, Eric M.; Sinatra, Gale M.; Gray, DeLeon L.
Titel	The Challenges of Teaching and Learning about Science in the Twenty-First Century: Exploring the Abilities and Constraints of Adolescent Learners
Quelle	In: Studies in Science Education, 48 (2012) 1, S.89-117 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2012.655038
Schlagwörter	Adolescents; Science Instruction; Learning Processes; Cognitive Ability; Critical Thinking; Thinking Skills; Systems Approach; Problem Solving; Skill Development; Communication Skills; Computer Literacy; Information Literacy; School Culture; Science Teachers; Social Development; Self Control; Student Adjustment; Secondary School Science + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Denkfähigkeit; Kritisches Denken; Systemischer Ansatz; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Computerkenntnisse; Informationskompetenz; Schulkultur; Schulleben; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Soziale Entwicklung; Selbstbeherrschung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10