| Autor: |
Jack Holbrook, T. B. M. Chowdhury, Miia Rannikmäe |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Education Sciences, Vol 12, Iss 6, p 413 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2227-7102 |
| DOI: |
10.3390/educsci12060413 |
| Popis: |
Today’s society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans-contextualisation component within science education so as to go beyond the classroom and seek to impact the societal setting. In so doing, this study, through a constructivism-humanism approach, develops a theoretical 4-phase model by adding a trans-contextualisation learning phase to a literature-supported 3-stage science education teaching model. This enhanced model is put forward to enable science education to play a stronger role in impacting societal development towards building an active informed citizenry, enabling society to reflect on potential ways to meet its needs in moving towards a sustainable future. The study seeks science educator views familiar with the 3-stage teaching approach on the enhanced 4-phase model in terms of its value, feasibility and potential constraints. Such views are shown to be positive and aligned with the generally supportive views of teachers identified in a prior study. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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