This state of affairs is not tenable, especially for one who is aware of the controversies surrounding the uses and abuses of science. View PDF. Save to Library. Create Alert.
Share This Paper. Citations Publications citing this paper. Kristin Cook , Cassie Quigley. Marine educators: Linking personal commitment, education and public policy Leissa Kelly. Climate change? Who knows? A comparison of secondary students and pre-service teachers Helen J. References Publications referenced by this paper. As they plan and implement STSE education lessons, teachers need to provide a balanced view of the issues being explored. This enables students to formulate their own thoughts, independently explore other opinions and have the confidence to voice their personal viewpoints.
Teachers also need to cultivate safe, non-judgmental classroom environments, and must also be careful not to impose their own values and beliefs on students. At the same time, teachers need to develop a sound understanding of issues from various disciplines—philosophy, history, geography, social studies, politics, economics, environment and science. This ideal raises difficulties. Most science teachers are specialized in a particular field of science. Lack of time and resources may affect how deeply teachers and students can examine issues from multiple perspectives.
SOLVED Activist Science And Technology Education By John Lawrence Bencze
Nevertheless, a multi-disciplinary approach to science education enables students to gain a more rounded perspective on the dilemmas, as well as the opportunities, that science presents in our daily lives. Pedagogic approach: Depending on teacher experience and comfort levels, a variety of pedagogic approaches based on constructivism can be used to stimulate STSE education in the classroom. As illustrated in the table below, the pedagogies used in STSE classrooms need to take students through different levels of understanding to develop their abilities and confidence to critically examine issues and take responsible action.
Teachers are often faced with the challenge of transforming classroom practices from task-oriented approaches to those which focus on developing students' understanding and transferring agency for learning to students Hughes, The table below is a compilation of pedagogic approaches for STSE education described in the literature e. STSE education draws on holistic ways of knowing, learning, and interacting with science. A recent movement in science education has bridged science and technology education with society and environment awareness through critical explorations of place.
The goal was to come together, learn science and technology together, and use this knowledge to provide meaningful experiences that make a difference to the lives of friends, families, communities and environments that surround the school. The collective experience allowed students, teachers and learners to foster imagination, responsibility, collaboration, learning and action.
The project has led to a series of publications:. One collective publication, authored by the students, teachers and researchers together is that of a community zine that offered a format to share possibilities afforded by participatory practices that connect schools with local-knowledges, people and places.
Students might, for example, use their knowledge about nutrition and issues relating to for-profit food manufacturing, along with data from their own inquiries into eating habits of students in a school cafeteria, to lobby the school administration to improve the nutritional value of foods on offer in the school. A forum for discussing STSE socioscientific issues and actions is at: .
Tokyo Global Engineering Corporation is an education-services organization that provides capstone STSE education programs free of charge to engineering students and other stakeholders. These programs are intended to complement—but not to replace—STSE coursework required by academic degree programs of study. The programs are educational opportunities, so students are not paid for their participation.
All correspondence among members is completed via e-mail, and all meetings are held via Skype, with English as the language of instruction and publication. Students and other stakeholders are never asked to travel or leave their geographic locations, and are encouraged to publish organizational documents in their personal, primary languages, when English is a secondary language.
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In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues Solomon, and Aikenhead, Contents. Science and technology studies.
Economics of science Economics of scientific knowledge. History and philosophy of science History of science and technology History of technology. Actor—network theory Social construction of technology shaping of technology Sociology of knowledge scientific Sociology of scientific ignorance Sociology of the history of science Sociotechnology Strong programme.
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Science and technology education
This approach examines the history of science through concrete examples, and is viewed as way of demonstrating the fallibility of science and scientists. Learning about inventions or scientific theories through the lives and worlds of famous scientist. Students can research their areas of interest and present them through various activities: e.