Learning, that moment when time stands still and a student, unaware of his newly acquired knowledge, all of a sudden has his “aha” moment; that moment when erudition took place. But where or when does learning actually happen? Is it restricted to the four walls of a classroom? How does learning happen? What role do all aspects of a student’s environment play in the acquisition of knowledge, or more importantly, in the training of a 21st century citizen?
According to Machado (2013) as cited in Hendon (2016), “today’s learning environments need to embrace the variety of places, ideas, and people that the modern world demands. These reflect a flexibility of space, time, people, and technology” (p.68). When educators truly ponder what this means, they should realize that there is no one absolute way to ensure learning has taken place. As such, we need to dive into discovering ways in which the 21st century science student will acquire the skills necessary to navigate in a modern world.
In the article entitled Transforming Science Teaching Environment for the 21st Century Primary School Pupils (2016), the following skills are identified as vital for 21st century learners: Critical Thinking and Problem Solving, Communication, Collaboration, and Creativity and Innovation (p. 69). Furthermore, the focus of having students interact with their learning environment in ways that are perhaps considered unorthodox, is a prominent suggestion in that “[a] class could be conducted as successfully at the school field, garden, assembly area or even at the cafeteria depending on the topic being taught” (p.70). Involving students in their own learning will sustain higher levels of motivation and this will encourage 21st century skills such as self-regulation (p.70). Finally, and arguably the key factor in distinguishing a 21st century learner from their predecessors, is the innovative use of technology in the classroom and beyond, and harnessing the knowledge and ability that students already bring to class every day being the generation that is the most technologically savvy since the dawn of time.
If all of this is sounding familiar, you are certainly not wrong. Courses offered in the Professional Master of Education Program at Queen’s University are on point with nurturing 21st century skills in an environment that fosters such development. But, educators want to know how. They want to know what exactly can they do to promote and develop the skills listed above, and this is not restricted to the science classroom. The following table provides a good starting point, and I am asking that you add to it either privately on your end or publicly, by leaving a comment so that we can expand on the teaching techniques and strategies that have worked for you when focusing on nurturing 21st century skills.
Hendon, 2016, p. 71
To conclude, in order to fully internalize that students need to be in an environment that utilizes 21st century skills on a regular basis, is the sobering fact that “to teach effectively for the 21st century, teachers need to be receptive of the changes rapidly occurring around them” (p.71). This is a reality that educators need to come to terms with. Education is changing before our very eyes, especially in these challenging times. These skills are even more vital to master when considering the diversity of new learning environments that have sprung up since the outbreak of COVID-19. Adaptability, with a focus on the success of our students, is the underlying catalyst in pushing towards modern education.
References:
Hendon, S. (2016). Transforming Science Teaching Environment for the 21st Century Primary School Pupils. In Malaysian Online Journal of Educational Technology (pp. 68–76). https://files.eric.ed.gov/fulltext/EJ1116210.pdf