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The 21st century marks the transformation of the global economy to what has been referred to, somewhat interchangeably, as the knowledge society, information age and new economy. Among the significant changes is the emerging nature of a new set of economic and social indicators which eventually capture the changes in structural transformation, technological advance, and competition in the job market. Undoubtedly, such changes in the have driven changes in skills required to compete effectively in today's global economy. It could therefore argued that, given the rapid rate of change, the vast amount of information that need to be managed, and the influence of technology on life in general, students in the 21st century need to apply current skill sets, as well as developed new skills to cope and thrive in this changing society. In fulfilling all these aspirations, it is suggested that thinking skills that should be cultivated in the students are no longer confined to the traditional definition of critical and creative thinking. Obviously, the dimension of thinking should also encompass adaptability and managing complexity, self direction, curiosity, risk taking, higher order thinking and sound reasoning. Those skills are identified and emphasised based upon the premise that to grant success in the 21st century, students need to build upon themselves those thinking skills and arguably, their academic as well as workplace performance can be predicted by those skills. This paper will seminally discuss the conceptual definitions of 21st century thinking skills and suggests mechanisms of how those skills could be embedded into the existing science curriculum in Malaysia through standard setting approach so that what is envisaged in the curriculum is being implemented in the actual science teaching and learning processes.
Osman et al. (Thu,) studied this question.