Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Bridging Research and Practice in Science Education |
| Untertitel | Selected Papers from the ESERA 2017 Conference |
| Herausgeber/-innen | Eilish McLoughlin, Odilla E. Finlayson, Sibel Erduran, Peter E. Childs |
| Herausgeber (Verlag) | Springer Nature Switzerland AG |
| Seiten | 153 - 170 |
| Seitenumfang | 18 |
| Band | 6 |
| Auflage | 1. |
| ISBN (elektronisch) | 978-3-030-17219-0 |
| ISBN (Print) | 978-3-030-17218-3, 978-3-030-17221-3 |
| Publikationsstatus | Veröffentlicht - 28 Aug. 2019 |
| Extern publiziert | Ja |
Publikationsreihe
| Name | Contributions from Science Education Research |
|---|---|
| Band | 6 |
| ISSN (Print) | 2213-3623 |
| ISSN (elektronisch) | 2213-3631 |
Abstract
This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts—a central issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption and to empower them for wise decisions about societal and personal well-being.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Ziele für nachhaltige Entwicklung
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- BibTex
- RIS
Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Hrsg. / Eilish McLoughlin; Odilla E. Finlayson; Sibel Erduran; Peter E. Childs. Band 6 1. Aufl. Springer Nature Switzerland AG, 2019. S. 153 - 170 (Contributions from Science Education Research; Band 6).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung › Peer-Review
}
TY - CHAP
T1 - Addressing Complexity in Science|Environment|Health Pedagogy
AU - Zeyer, Albert
AU - Álvaro, Nuria
AU - Arnold, J.C.
AU - Benninghaus, Jens Christian
AU - Hasslöf, Helen
AU - Kremer, Kerstin Hildegard
AU - Lundström, Mats
AU - Mayoral, Olga
AU - Sjöström, Jesper
AU - Sprenger, Sandra
AU - Gavidia, Valentín
AU - Keselman, Alla
N1 - Funding information: This study is based on Teacher Professional Development Programmes (TPDs) conducted within the EU-f anced project PARRISE (FP7; grant agreement 612438). In PARRISE, 18 universities from 11 countries cooperated during the years 2014– 2017. The overarching context of PARRISE was socio-scientific inquiry-based learning (SSIBL) (Levinson and The PARRISE Consortium 2017). SSIBL addresses the complexity of teaching science in an area embracing innovative and expanding projects and uncertain knowledge implementations to Science-Technology-Society-Environment (STSE) (Pedretti and Nazir 2011). In this context, we here have added an “H” to STSE for health, i.e. STSEH.
PY - 2019/8/28
Y1 - 2019/8/28
N2 - This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts—a central issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption and to empower them for wise decisions about societal and personal well-being.
AB - This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts—a central issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption and to empower them for wise decisions about societal and personal well-being.
KW - Complex systems
KW - Environmental education
KW - Health education
KW - Science education
KW - Socio-scientific issues
UR - http://www.scopus.com/inward/record.url?scp=85084581425&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-17219-0_10
DO - 10.1007/978-3-030-17219-0_10
M3 - Contribution to book/anthology
SN - 978-3-030-17218-3
SN - 978-3-030-17221-3
VL - 6
T3 - Contributions from Science Education Research
SP - 153
EP - 170
BT - Bridging Research and Practice in Science Education
A2 - McLoughlin, Eilish
A2 - Finlayson, Odilla E.
A2 - Erduran, Sibel
A2 - Childs, Peter E.
PB - Springer Nature Switzerland AG
ER -