Search results for "Society and environment."

La enseñanza/aprendizaje de la energía en la educación tecnológica. Una ocasión privilegiada para el estudio de la situación de emergencia planetaria.

2007

Esta investigación surge de la confluencia de dos problemáticas relevantes:· La que plantea la enseñanza/aprendizaje de la energía, uno de los núcleos básicos en todo currículo de educación científica y uno de los campos más investigados, debido a las dificultades de aprendizaje detectadas. · La centrada en la atención de la educación a la actual situación de emergencia planetaria, atendiendo al llamamiento de Naciones Unidas para que toda la educación contribuya a formar una ciudadanía consciente de los problemas a los que la humanidad ha de hacer frente y preparada para la necesaria toma de decisiones.Más precisamente, nuestra investigación tiene, en su origen, un propósito de innovación:…

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.

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…

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).

Shared value economics: an axiomatic approach

2020

[EN]The concept of shared value was introduced by Porter and Kramer as a new conception of capitalism. Shared value describes the strategy of organizations that simultaneously enhance their competitiveness and the social conditions of related stakeholders such as employees, suppliers and the natural environment. The idea has generated strong interest, but also some controversy due to a lack of a precise definition, measurement techniques and difficulties to connect theory to practice. We overcome these drawbacks by proposing an economic framework based on three key aspects: coalition formation, sustainability and consistency, meaning that conclusions can be tested by means of logical deduct…

The Internet and Online Pedagogy Editorial

2016

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.

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.

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…

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 …