Search results for " society and environment education"

Technology as 'Applied Science': a Serious Misconception that Reinforces Distorted and Impoverished Views of Science

2005

The current consideration of technology as "applied science", this is to say, as something that comes "after" science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-tecnology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absense of the technological dimension in science education contributes to a naive and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens. Fil: Gil Perez, Daniel. Universidad de Valencia; España Fil: Vilches, Amparo. Universidad de Valencia; España F…

New trends in science education

1996

I intend to review the main contributions from the impressive developments made in science education research during the last decade. These developments have made the construction of a coherent body of knowledge possible allowing us to expect a significant improvement in the science teaching/learning process. I shall refer, in particular, to the new trends in science education research, both in the domain of science learning and science teacher‐training.

The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7

2022

Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured …

From World3 to the Social Assessment of Technology: Remarks on Science, Technology, and Society

1993

From a well-known point of view, science is thought to constitute a world of objective entities (World3) different from the objective world of material things (World 1) and the subjective world of minds or mental states (World2). This is an old trichotomy, of which Popper is the leading contemporary proponent.

The contribution of science and technological education to citizens’ culture1

2005

(2005). The contribution of science and technological education to citizens’ culture. Canadian Journal of Science, Mathematics and Technology Education: Vol. 5, No. 2, pp. 253-263.

SCIENTIFIC THINKING: THE BACKBONE OF MODERN SCIENCE AND TECHNOLOGY EDUCATION

2014

Science and Technology Education (STE) along with Artistic and Pragmatic Education today is continuously and fast developing branch of education to satisfy actual needs of modern life. It follows the development of scientific research of real life phenomena and implementation of corresponding results in practice. In other words, changes within our life are closely connected with corresponding changes in our education, because educational activities of any person as well as society in total mean specially organized gaining of life experience (knowledge, values, skills) for life (cognition, consideration, behaviour).

Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching

1994

In this article we intend to show that the idea of linking science learning to the way of doing science constitutes a permanent feature, although not always explicit, in innovations in science teaching. A thread which, in our opinion, has shown itself to be fruitful, even through its wrong avenues, and that is being reinforced nowadays by the emerging constructivist paradigm and by the implications of the contemporary philosophy of science in science education.

The Internet and Online Pedagogy Editorial

2016

SYSTEMS THEORY OF SYSTEMS THINKING: GENERAL AND PARTICULAR WITHIN MODERN SCIENCE AND TECHNOLOGY EDUCATION

2016

Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain – brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their i…

From witnessing to recording – material objects and the epistemic configuration of science classes

2012

Drawing on concepts developed in actor-network theory and postphenomenology this article shows how material objects in the science classroom become part of epistemic configurations and thus co-shape science education. An ethnographic study on epistemic objects in science education is the basis for the analysis of two of these objects: experimental arrangements and the blackboard. While experimental arrangements configure students as witnesses of the fascinating otherness of material objects, the blackboard enacts students as recorders of semiotic representations. In the interplay of these socio-material enactments scientific knowledge receives its authority in the classroom. The perspective…