EDU30011: Discovering Science

Assignment 1: Essay
Student ID: 103777514
Berna Kilic ELA: Emma Allander

The focus of education in the twenty-first century has switched from memorising vast
volumes of information to allowing adaptable twenty-first-century skills. The Australian
Curriculum has uncovered and acknowledged a wide range of ideas that will improve
children's capabilities for the twenty-first century; these abilities will empower children and
help them be ready for and participate successfully in the present and the future. The
Curriculum, Assessment, and Reporting Authority of Australia is known as ACARA. Science
may be connected to the information, abilities, and understanding that students acquire via
scientific education and those need to be effective citizens in the twenty-first century by
focusing on motivation and the objectives of the Australian Curriculum. The importance of
these abilities in scientific education emphasises the need to teach persons 21st-century
competencies. According to Osman, Turisman, Omar, Duad, et al., these qualities include
originality and creativity, analytical and problem-solving skills, effective communication, and
information literacy (2012). The highlighted links demonstrate how assisting young people in
understanding science aids their development as productive members of society. Its growth
includes all levels of knowledge, talents, and comprehension.

You must be innovative and inventive to function effectively as a citizen in the twenty-first
century. Fortunately, science education considerably enhances and broadens these abilities.
According to the Ministerial Council on Education, Employment, Training, and Youth
Affairs' 2008 Melbourne Declaration on Educational Objectives for Young Australians, to
transform individuals into workers, they must be able to dream creatively and use their
imagination to revolutionise the future. Individuals with imagination may generate wholly
new ideas and concepts, use their creativity and vision to create something new, and see the
world through fresh eyes. Science education is crucial for fostering these abilities and
equipping children to produce or use them in the twenty-first century.
Students who enter the workforce must possess highly regarded twenty-first-century abilities
as the globe changes and becomes more current (Westwell, n.d). As someone is considered
for and accepted into various jobs, their science knowledge, talents, and experience become
apparent; this is also important for learning. According to the Australian Curriculum: Science
Rationale, science is a "collaborative and creative human endeavour emanating from our
drive to make sense of our reality" (ACARA, n.d.c., papa.1). Key elements of science include
analysis and investigation of the known and unknowable. Children might develop their
concepts or questions through scientific exploration. The goal of the Australian Curriculum
is: Science helps young people to be more creative and imaginative as well as how to make
inferences from evidence (ACARA). Investigation and inquisitive skills are implemented to
identify connections related to science education. Hence, cultivating innovative and
trailblazing abilities throughout the sciences supports the idea that scientific learning, skills,
and knowledge are essential to becoming productive twenty-first-century citizens.

Successful people in the twenty-first century need to think critically and solve problems. The
experience, skills, and information that children get via scientific education are crucial for
their development. The advances in technology that have been made in the twenty-first
century show that theory and problem-solving are essential elements that are necessary to be
an active member of society. To think about the world rationally and sensibly, to apply them
to real-world situations, and to use scientific knowledge to address global issues, one must
practise critical philosophy and problem-solving (Partnership for 21st Century Skills, 2011).
As a result, these skills are essential for people in the twenty-first century. According to the
Ministerial Council for Education, Employment, Training, and Youth Affairs (2008), children
must have problem-solving abilities obtained from studying new and varied things; this
knowledge will subsequently enable them as citizens to tackle challenging issues utilising a
range of theories. As a consequence of taking examinations and analysing science-based
studies, children will be able to acquire considerable imaginative abilities and learn to solve
issues utilising a range of scientific methodologies. The primary goals of the Australian
Curriculum for Science are to provide rules and principles that stress the links between
education and these 21st-century abilities, as well as to show evidence that scientific
knowledge is vital for individuals.
The stated objectives indicate that students would develop problem-solving skills through
critical thinking abilities. This goal is possible by utilising and applying scientific skills and
methodologies to generate new insights. (ACARA). Therefore children need to gain these
fundamental abilities that will direct and support their growth as they learn science.

Interacting with one another may also demonstrate how crucial it is for children to develop
these skills if they are to grow up to be productive members of society. Effective learners are
individuals who can interact with others and effectively communicate with one another,
according to MCEETYA (2008), which defines students in the twenty-first century. People
must be able to communicate and work together effectively in today’s fast-paced society.

Face-to-face meetings, internet services, and various other forms of communication, such as
talking about research findings, are just a few examples of how people might collaborate.
Effective communication is crucial to scientific research methods since science necessitates
teamwork while performing research, according to the Partnership for 21st Century Skills
(2011, p. 5). For this reason, scientific research has grown crucial to success and competence
in the twenty-first century. For instance, students who study science and conduct experiments
to develop hypotheses learn to follow directions and interact with others. Children who
collaborate in groups or pairs can also build their critical thinking and collaborative skills—
generating new, original concepts with the help of professors and other students, for instance.

The Australian Curriculum (ACARA) attempts to promote this idea by ensuring that students
develop abilities to communicate science-based outcomes in various situations and audiences
successfully. To be able to communicate in science, students must first analyse their
discoveries and then support their conclusions with the appropriate quantity of proof, which
will produce a large number of scientific arguments. Children who apply a scientific question
to a problem, for instance, could speak about the topic's implications and any doubts or
concerns they may have had about it. They might also examine the research's conclusions
and, finally, the evidence that supports the hypothesis.
As a result, the connections drawn between scientific education and 21st-century abilities
support the claim that success in life depends on having a solid grasp of and proficiency in
science.

Children need to learn science-related information and abilities because they will prepare
them for the 21st century and help them navigate it. Information may be understood and
developed by children at a faster pace when they are aware of it and have grown into
information literacy. Children who have an understanding of knowledge can explain many
forms of information, according to The Partnership for 21st Century Skills (2011). Students
can confirm that the data is accurate and derived from trustworthy sources. A class's
conclusions from its study of the solar system should be accurate, convincing, and correct,
impacting humans in the twenty-first century without these abilities. According to Webber
(2013), who discusses the need for information literacy in the twenty-first century, whatever
information or issue needs a person's attention, that person must determine the type of
information required, how to deliver the data, and whether or not it is coming from a reliable
source. Competent individuals in the twenty-first century, therefore, need to be able to
comprehend and communicate a diversity of information and context. So, the idea that
scientific education enhances information literacy has an obvious connection to the
importance of scientific knowledge, abilities, and understanding for successful individuals in
the twenty-first century. Science "provides an empirical approach of addressing fascinating
and significant questions about the world," according to the Rationale for the Australian
Curriculum: Science (ACARA). It demonstrates how science is a crucial component of
developing information literacy through data exploration. It asserts that there are direct
connections between science education and the twenty-first century, proving the value of
scientific information, skills, and understanding.
It is critical to have specific skills based on professional inquiry and research. The Australian
Curriculum, which praises science as a magnificent resource, states that scientific learning
values the information and talents necessary for a successful life in the twenty-first century.
Has problem-solving abilities and the ability to think, invent, and adapt. According to the
evidence provided by the Australian Curriculum, children can grow in their unique ways via
science, which will also impact the people or environment around them.
 References

Australian Curriculum, Assessment and Reporting Authority (ACARA0. (n.d.a). A

world-class curriculum for the 21st century. Retrieved
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%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&ca
pabili
ty=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Co
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%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+an
d+So
cial+Capability&capability=Ethical+Understanding&capability=Intercultural+Understa
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&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cul
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%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&e
labor ations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum, Assessment and Reporting Authority (ACARA) (n.d.c)

Introduction to science: Rationale

Ministerial Council on Education, Employment, Training and Youth Affairs

(MCEETYA). (2008) Melbourne Declaration on Educational Goals for Young
Australians.

Turiman, P., Omar, Jizah., Duad, A.M., & Osman, K. (2012) Fostering the 21st-
century skills through scientific literacy and science process skills. Procedia- Social
and Behavioural Sciences.