Teaching Climate Change in University Courses: Towards a Practical Realization of STSE Pedagogies
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Climate change is practically everywhere in the world, and education should pay particular attention to the issue since the challenges that climate change poses to the society, technology, and environments are predicted to be monumental. Climate change is no longer a subject discussed solely by scientists because of the complex web of “causes and impacts” of altered climate system. Education is believed to be one of the key ingredients for the better solutions that would work for long term goals. However, educating future generations about climate change issues, especially in higher teaching institutions where leaders of coming years grow has a long path to follow to synthesize different fragments of climate sciences that are taught by multiple yet disconnected disciplines spanning Environmental Sciences, Physics, Engineering, Economics and Political Science. One promising way to address the complex nature of issues in the climate change is through science, technology, society, and environment (STSE) education. STSE education is an umbrella term, bridging a vast array of different types of theorizing about the interface between science and the social world. To achieve the teaching goals, curriculums and pedagogies of STSE education should be much more than infusion or the reference to science and technology and its application to society and environment. Drawing on existing literature in the STSE education, this research presents an overview of examples of STSE pedagogies and curriculum structures applicable to the subject, followed by a realization of STSE education practice for a university level climatology course.
Abstract
Climate change is practically everywhere in the world, and education should pay particular attention to the issue since the challenges that climate change poses to the society, technology, and environments are predicted to be monumental. Climate change is no longer a subject discussed solely by scientists because of the complex web of “causes and impacts” of altered climate system. Education is believed to be one of the key ingredients for the better solutions that would work for long term goals. However, educating future generations about climate change issues, especially in higher teaching institutions where leaders of coming years grow has a long path to follow to synthesize different fragments of climate sciences that are taught by multiple yet disconnected disciplines spanning Environmental Sciences, Physics, Engineering, Economics and Political Science. One promising way to address the complex nature of issues in the climate change is through science, technology, society, and environment (STSE) education. STSE education is an umbrella term, bridging a vast array of different types of theorizing about the interface between science and the social world. To achieve the teaching goals, curriculums and pedagogies of STSE education should be much more than infusion or the reference to science and technology and its application to society and environment. Drawing on existing literature in the STSE education, this research presents an overview of examples of STSE pedagogies and curriculum structures applicable to the subject, followed by a realization of STSE education practice for a university level climatology course.
참고문헌 (13)
- Barrett, S. E, "Contrasting orientations: STSE for social reconstruction or social reproduction", School Science and Mathematics, 106(5), pp.237~247 (2006)
- Bencze,L., "Paradigmic road blocks in elementary school science ‘reform’: Reconsidering nature-of-science teaching within a rational-realist milieu", Systemic Practice and Action Research, 16(5), pp.285~308 (2003)
- Elshof, L., "Teacher’s interpretation of sustainable development", International Journal of Technology and Design Education, 15(2), pp.173~186 (2005)
- Hughes, G., "Marginalization of scioscientific material in science-technology-society science curricula: some implications for gender inclusivity and curriculum reform", Journal of Research in Science Teaching, 37(5), pp.426~440 (2000)
- Hudson, D., "Time for action: Science education for an alternative future", International Journal of Science and Education, 25(6), pp.645~670 (2003)
- Pedretti, E., "T. kuhn meets T. rex: Critical conversations and new directions in science centres and science museums", Studies in Science Education, 37 (2002)
- Pedretti, E., "Teaching science, technology, society and environment (STSE) education", pp.219~239 (2003), Dordrecht, Netherlands: Kluwer Academic Publishers
- Pedretti, E., "The promise of multi-media case methods: Promoting science, technology, society and environment (STSE) perspectives in science teacher education" (2004)
- Pedretti, E., "STSE education: principles and practices in S. Alsop", pp.116~126 (2005), York, USA: Open University Press
- Pedretti, E., "Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology", Science & Education, 17(8), pp.941~960 (2008)
- Pedretti, E, "Currents in STSE education: Mapping a complex field", 40 years on, Science Education, 95(4), pp.601~626 (2011)
- Yoruk, N., "The effects of science, technology, society and environment (STSE) education on students’ career planning", US-China Education Review, 6(8), pp.68~74 (2009)
- Zeidler, D., "Advancing reflective judgment through socioscientific issues", Journal of Research in Science Teaching, 46(1), pp.74~101 (2009)