Recognition and operationalization of Future-Scaffolding Skills : Results from an empirical study of a teaching-learning module on climate change and futures thinking
| Autor: | Antti Laherto, Eleonora Barelli, Caitlin Wilson, Olivia Levrini, Elina Palmgren, Laura Branchetti, Giulia Tasquier |
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| Přispěvatelé: | Helsinki Institute of Sustainability Science (HELSUS), Maker@STEAM, Department of Education, Materials Physics, Olivia Levrini, Giulia Tasquier, Eleonora Barelli, Antti Laherto, Palmgren, Laura Branchetti, Caitlin Wilson |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
future-scaffolding skills
Climate change Science education Education Empirical research futures studies History and Philosophy of Science 050602 political science & public administration Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION climate change education Sociology Self-efficacy Operationalization business.industry 4. Education 05 social sciences science teaching 050301 education 0506 political science Futures studies Environmental education Science education climate change futures studies agency future-scaffolding skills 516 Educational sciences business 0503 education Futures contract |
| Popis: | This article takes its point of departure from the younger generation's problematic relationship with time and the future. A general sense of changeability and directionlessness in society compromises young people's confidence in themselves to make a difference as individuals in important global issues affecting their futures, such as climate change. Given recent aims and commitments of science education to promote sustainable development and student agency, this study explores how science teaching can help students imagine and face possible future scenarios and develop agency in the present to influence them. This article presents a science education approach to equip secondary school students with skills of futures thinking and agency that we call "future-scaffolding skills." It also shows the process of building an operational definition for recognizing those skills in students' discourse and actions. For this purpose, an empirical study was carried out in the context of a teaching-learning module on climate change, consisting of activities inspired by the field of futures studies. Essays, individual and group interviews, questionnaires, and video recordings of students' final projects were collected from 24 students (16-19-years old) from three European countries. The results contribute to operationally defining "future-scaffolding skills," consisting of "structural skills" (the ability to recognize temporal, logical and causal relationships and build systemic views) and "dynamical skills" (the ability to navigate scenarios, relating local details to global views, past to present and future, and individual to collective actions). |
| Databáze: | OpenAIRE |
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