Primary education students’ engagement with socio-scientific discussion as an approach to learning for sustainability
| Autor: | Stephen P. Day, Louise Scott-McKie, Andrew Killen |
|---|---|
| Rok vydání: | 2019 |
| Zdroj: | Scottish Educational Review. 51:30-43 |
| ISSN: | 2773-0840 0141-9072 |
| DOI: | 10.1163/27730840-05101005 |
| Popis: | Sustainability is a complex, ill-defined concept that has been the subject of much debate over the last two decades (Wals and Jickling, 2002). The ill-defined nature of sustainability manifests itself within socio-scientific issues where conflicting reality constructions, values, norms, and interests interact. Initial teacher education as part of Higher education has a responsibility to critique the values and knowledge claims inherent within contemporary science issues and can meet this responsibility by supporting students to engage with socio-scientific discussions within the context of learning for sustainability. This paper explores how forty-four primary education students engage with discussions focused upon climate change. Students’ prior educational experience, together with their disposition towards open-mindedness impacts heavily upon the way they interact during discussions. Online teacher-mediated discussion fora are useful for supporting primary education students’ ability to cope with the inherent complexity and the differing values imbued within the multiple perspectives emergent within socio-scientific discussion. |
| Databáze: | OpenAIRE |
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