scholarly journals Science education in pandemic times: what can we learn from COVID-19 on science technology and risk society

2020 ◽  
Author(s):  
Maurício Pietrocola ◽  
Ernani Rodrigues ◽  
Filipe Bercot ◽  
Samuel Schnorr
Keyword(s):  
Science Education ◽  
Risk Perception ◽  
Socioeconomic Development ◽  
Document Analysis ◽  
Risk Society ◽  
Citizen Education ◽  
Science Technology ◽  
Complex Events ◽  
Reflexive Modernity ◽  
Decision Making Model

The current COVID-19 pandemic raises reflection on the new roles of science education in citizen education in a world characterized by civilization risks, derived from the socioeconomic development. This specific type of risk is treated as manufactured risk as proposed by the sociologist Ulrich Beck. In this work, we report a document analysis starting from Beck's risk society theory, followed by notions of reflexive modernity, risk perception and the Cynefin decision making model for complex problems. COVID-19 pandemic is characterized as a manufactured risk and we present features of it. We state that students are unable to deal with manufactured risk because of the type of problems they are usually prepared to solve at school and the limited risk perception they have. In order to acquire a better science education, we propose the integration of wicked problems in science programs alongside the use of a multidimensional schema, so-called amplified risk perception space, a tool to locate students' risk perception. We hope to contribute to prepare citizens for a world of global and complex events, such as the current pandemic.

scholarly journals From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

2021 ◽  
Vol 11 (4) ◽  
pp. 171
Author(s):  
Chinlon Lin ◽  
Jianping Huang ◽  
Rungtai Lin
Keyword(s):  
Design Education ◽  
Socioeconomic Development ◽  
Global Market ◽  
Design Development ◽  
Education Development ◽  
Public And Private ◽  
Future Goals ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Successful Design

The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan’s economic and design development to show their interconnection with local culture and the global market. Next, the study explores Taiwan’s design education development which transforms from adopting STEM (science, technology, engineering, mathematics) to STEAM (science, technology, engineering, art, mathematics) in secondary school, and understands how it overcomes challenges by the help of both public and private sectors. Last, a conceptual framework is proposed to present and study Taiwan’s design education development. The result from case studies validates that STEAM can reach SAD (science, arts, and design) in higher education and CHEER (collaboration, humanity, empathy, ecology, and renaissance) in design practice. Therefore, the result and implications provided by this study can serve as a reference for other countries in the region who share similar cultural and socioeconomic development and future goals as Taiwan.

scholarly journals O problema da racionalidade da ciência no século XX e as implicações para um ensino crítico e reflexivo da ciência

2017 ◽  
Vol 15 ◽  
pp. 29
Author(s):  
Letícia Lenzi
Keyword(s):  
Twentieth Century ◽  
Science Education ◽  
Nature Of Science ◽  
Thomas Kuhn ◽  
Science Technology ◽  
Harsh Criticism ◽  
Scientific Judgment ◽  
The Relationship ◽  
New Criteria ◽  
Rationality Of Science

ResumoAo longo do século XX a concepção tradicional de racionalidade da ciência sofreu duras críticas, principalmente após os trabalhos de Thomas Kuhn a respeito dos critérios de evolução das teorias científicas ao longo da história. Assim, filósofos da ciência assumiram a tarefa de redefinir o que se entende por racionalidade da ciência, garantindo novos critérios para salvaguardar a consistência do juízo científico na articulação das ideias e teorias. Neste artigo, evidenciam-se essas questões para se discutir ações que possam promover uma educação científica crítica e reflexiva, contemplando a relação entre Ciência, Tecnologia e Sociedade e uma compreensão mais adequada da natureza da ciência. Palavras-chave: Racionalidade da ciência; Natureza da ciência; Educação científica. AbstractThroughout the twentieth century, the traditional conception of rationality of Science suffered harsh criticism, especially after Thomas Kuhn's work concerning the development criteria of scientific theories throughout history. Thus, philosophers of Science have assumed the task of redefining what is meant by rationality of Science, guaranteeing new criteria to safeguard the consistency of scientific judgment in the articulation of ideas and theories. In this article, these issues are highlighted to discuss actions that can promote critical and reflective scientific education, considering the relationship between Science, Technology and Society and a better understanding of the nature of Science.Keywords: Rationality of Science; Nature of Science; Science education.

scholarly journals Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education

2019 ◽  
Vol 5 (1) ◽  
pp. 3-14
Author(s):  
Adewale Owodunni Saka ◽  
Peter Aboyami Onanuga
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Teacher Effectiveness ◽  
Local Area ◽  
Instructional Materials ◽  
School Level ◽  
Ogun State ◽  
Science Technology ◽  
Secondary School Level ◽  
And Mathematics

This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.

scholarly journals Risk Society and Science Education

2020 ◽  
Author(s):  
Maurício Pietrocola ◽  
Ernani Rodrigues ◽  
Filipe Bercot ◽  
Samuel Schnorr
Keyword(s):  
Science Education ◽  
Risk Society

scholarly journals Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020 ◽  
Vol 12 (8) ◽  
pp. 3259
Author(s):  
TBM Chowdhury ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Sustainable Development Goals ◽  
School Setting ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Development Goals ◽  
Informed Citizenry ◽  
Technological Decision Making

This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

scholarly journals Welcoming Deaf Students into STEM: Recommendations for University Science Education

2018 ◽  
Vol 17 (3) ◽  
pp. es10 ◽  
Author(s):  
Derek C. Braun ◽  
M. Diane Clark ◽  
Amber E. Marchut ◽  
Caroline M. Solomon ◽  
Megan Majocha ◽  
...  
Keyword(s):  
Science Education ◽  
Life Experiences ◽  
Deaf Students ◽  
Research Directions ◽  
Expert Opinions ◽  
Science Technology ◽  
Research Mentoring ◽  
Cultural Experiences ◽  
And Mathematics ◽  
University Science

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

scholarly journals Integrating Key Insights of Sociological Risk Theory into the Ecosystem Services Framework

2020 ◽  
Vol 12 (16) ◽  
pp. 6437
Author(s):  
Sophie Peter
Keyword(s):  
Ecosystem Services ◽  
Risk Perception ◽  
Environmental Governance ◽  
Cultural Theory ◽  
Natural Sciences ◽  
Environmental Risks ◽  
Risk Theory ◽  
Risk Society ◽  
Social Ecological ◽  
New Instruments

Environmental risks give urgency to the need to understand the society–nature relationship. While the ecosystem services (ES) framework allows analysis of interrelationships between biophysical supply and human demand for natural resources, further research is needed to understand what drives societal demand for ES. Here, I explore how incorporation of the key sociological theories of risk (systems theory, ‘world risk society’, and cultural theory of risk) can advance this understanding. By examining these theories, the following key insights were identified: (1) A deeper understanding of societal structures and risk perception helps to understand culturally driven patterns of ES demand; (2) sociological ES research must use inter- and transdisciplinary methods to understand the drivers of ES demand and risk perception. It must also link this understanding to the natural sciences’ knowledge of the drivers of ES supply if it is to identify new instruments of environmental governance; (3) while anthropocentric in character, the ES framework, especially one that is modified by the concept of risk, enables society to reflect on its role as a proactive part of a social–ecological system, rather than a passive victim of nature’s whims. This change in perspective may prove to be a key step in achieving sustainable development.

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