Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges
Dealing with the threatening challenges and profound changes that characterise our era requires the development of knowledge and skills to navigate the uncertainty and complexity of science as part of society and everyday life. How can we support school students in transforming the base of knowledge...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-04-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.689329/full |
| _version_ | 1819023280053420032 |
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| author | Giulia Tasquier Erik Knain Alfredo Jornet |
| author_facet | Giulia Tasquier Erik Knain Alfredo Jornet |
| author_sort | Giulia Tasquier |
| collection | DOAJ |
| description | Dealing with the threatening challenges and profound changes that characterise our era requires the development of knowledge and skills to navigate the uncertainty and complexity of science as part of society and everyday life. How can we support school students in transforming the base of knowledge and experiences to face the ongoing crises and contribute as individuals, citizens, and active participants in a democratic society to enable the transformation that is called for? We address this broader question through a study framed within the Horizon 2020 project titled Science Education for Action and Engagement toward Sustainability (SEAS), aimed at promoting new forms of scientific literacy and skills to empower students to become agents of change. Most centrally, SEAS aims at incorporating a transformative dimension that is often lacking in current conceptions of scientific literacy. In SEAS, school and school science are conceived as involving learning and transformation across three spheres—the practical, the political, and the personal—where both individuals and their institutional contexts are subject to change as participants gain agency over their learning processes. In this study, we illustrate this approach and present the analysis of a first pilot iteration within the project’s Italian Local Network, which shows the kind of individual/collective dynamic that the project’s transformative activities afford. |
| first_indexed | 2024-12-21T04:36:23Z |
| format | Article |
| id | doaj.art-7aef3bb894a04676bf0e4dad1a781bf6 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-21T04:36:23Z |
| publishDate | 2022-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-7aef3bb894a04676bf0e4dad1a781bf62022-12-21T19:15:51ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-04-01710.3389/feduc.2022.689329689329Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal ChallengesGiulia Tasquier0Erik Knain1Alfredo Jornet2Department of Physics and Astronomy “A. Righi”, Alma Mater Studiorum – Universitá di Bologna, Bologna, ItalyDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayDealing with the threatening challenges and profound changes that characterise our era requires the development of knowledge and skills to navigate the uncertainty and complexity of science as part of society and everyday life. How can we support school students in transforming the base of knowledge and experiences to face the ongoing crises and contribute as individuals, citizens, and active participants in a democratic society to enable the transformation that is called for? We address this broader question through a study framed within the Horizon 2020 project titled Science Education for Action and Engagement toward Sustainability (SEAS), aimed at promoting new forms of scientific literacy and skills to empower students to become agents of change. Most centrally, SEAS aims at incorporating a transformative dimension that is often lacking in current conceptions of scientific literacy. In SEAS, school and school science are conceived as involving learning and transformation across three spheres—the practical, the political, and the personal—where both individuals and their institutional contexts are subject to change as participants gain agency over their learning processes. In this study, we illustrate this approach and present the analysis of a first pilot iteration within the project’s Italian Local Network, which shows the kind of individual/collective dynamic that the project’s transformative activities afford.https://www.frontiersin.org/articles/10.3389/feduc.2022.689329/fullscientific literacysocietal challengesclimate changetransformationsecondary school students |
| spellingShingle | Giulia Tasquier Erik Knain Alfredo Jornet Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges Frontiers in Education scientific literacy societal challenges climate change transformation secondary school students |
| title | Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges |
| title_full | Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges |
| title_fullStr | Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges |
| title_full_unstemmed | Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges |
| title_short | Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges |
| title_sort | scientific literacies for change making equipping the young to tackle current societal challenges |
| topic | scientific literacy societal challenges climate change transformation secondary school students |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.689329/full |
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