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The (essential !!) role of science education in ,[object Object],the context of citizenship education and education for ,[object Object],sustainable development. ,[object Object],Dr Ronald JohnstonScience Programme LeaderSchool of  Education ,[object Object],STLHE2010,[object Object]
SESSION SUMMARY,[object Object],background to ESDGC,[object Object],issues re, science education within ESDGC ,[object Object],the data : the results : the issues ,[object Object],discussion of  chosen datasets,[object Object]
Education for Sustainable Development and Global Citizenship,[object Object],....recognises that people have rights and responsibilities to  participate in decision making ...........,[object Object], .... involves a willingness to act as responsible citizens while  developing the ability to engage with and manage change at  individual and social levels. ,[object Object],Recommendation that ESDGC should be ,[object Object],embedded in all subjects.,[object Object]
“recognise the responsibility to present ,[object Object],Balanced  information from a range of ,[object Object],sources in order to enable critical thinking ,[object Object],and informed debate”.,[object Object],Application Guide to Professional Standards for Teachers ,[object Object],Embedding ESDGC (LLUK, 2009),[object Object]
Role of science education in ESDGC .,[object Object],“understand that a goal of ESDGC is to enable,[object Object],action via informed discussion and debate which ,[object Object],may inform lifestyle changes choices and so ,[object Object],positively influence both the individual and society” ,[object Object],Application Guide to Professional Standards for ,[object Object],Teachers Embedding  ESDGC (LLUK, 2009).,[object Object],“The social consequences of a scientifically illiterate society are potentially great. ,[object Object], (Johnston, 2009 ref. provided ),[object Object]
“ the natural home for Citizenship Education’s place ,[object Object],was in PSHE (personal, social and health education)or ,[object Object],effectively “combinations of History, Geography ,[object Object],and Religious Education”,[object Object],“difficult to find ESDGC resources which are not linked ,[object Object],solely to these curriculum areas”,[object Object],McKenzie, A. (2000). Citizenship in Schools: a baseline survey of curriculum & practice in sample English, Welsh & Northern Irish Education Authorities in Spring 2000. London, UNICEF.,[object Object],Growing tendency for science not to be the natural home for these ESDGC issues.,[object Object]
“Although pupils express concern about the environment and generally think that they can make a contribution to solving issues they show a general lack of interest in learning about causes of environmental damage such as the greenhouse effect and the ozone layer. …….”,[object Object],ROSE survey in Scotland (Finlayson & Roach, 2007),[object Object]
Perceptions of science & environmental issues.,[object Object]
Changes in our relationship with the environment.,[object Object],recent past,[object Object],distant past,[object Object],present,[object Object],Humans protected ,[object Object],from the ,[object Object],Environment.,[object Object],Environment,[object Object],protected ,[object Object],from us,[object Object],Living within the,[object Object],environment,[object Object]
How development changes the environment ?,[object Object],Air pollution,[object Object],New supermarket,[object Object],New Homes being built,[object Object],Flooding,[object Object],The environment is always changing,[object Object],Traffic congestion,[object Object],Industrial Agriculture,[object Object],Alternative energy,[object Object],New play area in the park,[object Object],Mining,[object Object],Planting new trees,[object Object]
environmental impacts have social implications !,[object Object],Loss of agricultural crops,[object Object],Loss of forest resources / habitats,[object Object],Damage to public health,[object Object],Impacts on water resources,[object Object],………and (amongstothers) require science  based  solutions,[object Object]
“.... socio-scientific issue one which has a basis in science and has a potentially large impact on society”.   ,[object Object],Science education for citizenship. ,[object Object],Ratcliffe & Grace 2003,[object Object]
n =  104   ,[object Object],16-20  = 57,[object Object],21-40+ = 47,[object Object],n = 130 ,[object Object],all 16 -20,[object Object]
UWCN   / South Wales,[object Object],Standardised age range.,[object Object],21 – 40+   /  16 – 20,[object Object],Actual age range,[object Object],16 - 40+,[object Object]
COMPARISON      OF    AGE     GROUPS 16-20        WELSH    DATA           21-40 +,[object Object],42.6%            57.4%,[object Object],     64.9%               35.1%,[object Object]
COMPARISON      OF    AGE     GROUPS 16-20                                 21-40+,[object Object], 21%                 79%,[object Object],43 %                 57%                      ,[object Object]
COMPARISON      OF    AGE     GROUPS 16-20                                 21-40+,[object Object],74.5%,[object Object],47.5%              52.5 %,[object Object],25.5%,[object Object]
COMPARISON      OF    AGE     GROUPS 16-20                                 21-40+,[object Object]
COMPARISON      OF    AGE     GROUPS 16-20                                 21-40+,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object],71.5 %,[object Object],28.4 %,[object Object],53.2 %,[object Object],36.8 %,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object],90%,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object],42.6%,[object Object],56.3 %,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Comparison Wales / France 16 - 20       UWNPaul Duez ,[object Object]
Sources of information & issues,[object Object]
Wales ,[object Object],Sources of information about environmental issues .,[object Object],50.98%,[object Object],25.49%,[object Object],College / university,[object Object],newspapers,[object Object],family,[object Object],TV,[object Object],Internet,[object Object]
France,[object Object],Sources of information about environmental issues .,[object Object],67.75%,[object Object],College / university,[object Object],newspapers,[object Object],family,[object Object],Internet,[object Object],TV,[object Object]
Comparison Wales   / France 16 - 20       UWNPaul Duez ,[object Object],         Should ESDGC be compulsory in every subject ?,[object Object],Non !,[object Object],Oui !,[object Object],68%,[object Object],32%,[object Object]
people are generally aware of the impacts of socio- scientific issues but frequently do not have the knowledge to understand their origin or their resolution. ,[object Object],people frequently underestimate their own capacity to understand the science underpinning the issues “science isn’t for me”.,[object Object]
Is it just the way that we teach it ?,[object Object],Science education for citizenship : citizenship ,[object Object],education for scientists ?,[object Object],[object Object],    socio -scientific issues ,[object Object],                    – how will the curriculum carry this ?,[object Object],Student / pupil as scientist …researcher......  ,[object Object],problem solver !,[object Object]
Links and References,[object Object],Johnston, R.A.S. (2002) “Wild Berwyn or Coy Nature Reserve : a ,[object Object],changing landscape.” Canadian Journal of Environmental ,[object Object],Education, 7, (2),[object Object],Johnston, R.A.S. (2009) "The role of science within education for ,[object Object],sustainable development and global citizenship: ESDGC within ,[object Object],science education".  In Linking Research and Teaching in Higher ,[object Object],Education. Proceedings of the Newport NEXUS conference Special ,[object Object],Publication No.1 pp. 27-33,[object Object]
Science Pedagogy in ESDGC

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Science Pedagogy in ESDGC

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Notas del editor

  1. Why science is essential not too much
  2. What is ESDGC and what does it imply ---- implies an understanding of the terms SD and GC ........... concepts of citizenship little understood at the best of times.Discuss meaning of embedding
  3. Goals of ESDGC not to preach but inform and stimulate debate and personal decision making processes which can contribute to debate in wider society.
  4. Science appears not to address these issues and gives way to philosophical sociological disciplines which frequently discuss these issues in isolation to the underpinning science (problems and solutions).
  5. Acknowledgement of the problems and issues without willingness to engage with the underlying facts
  6. Many ESDGC issues originate with socio – scientific issues e.g stem cell research , abortion, genetically modified organisms / crop plants.
  7. Aim is to look at some general observation to identify issues and then use the data sets in front of you to explore these issues : look at associations : identify potential origins : identify solutions.Whilst diffeences do exist common trends exist also.Two fold approach .. Consider the concerns and perceptions of the problems : consider the promotion of science education as a means of understanding and addressing the problems. Data sets Paul duez 16-20 UWN 16-20 21-40Two areas : perceptions of environmnetal issues Perceptions of science
  8. Explore data across two welsh age groups to identify if there is a generational difference. Average age 32 average age 19ARE RESPONSES GOVERNED BY AGE DIFFERENCESIS HOPELESSNESS A RESPONSE OF THE YOUNGER AGE GROUPS OLDER AGE GROUP MORE POSITIVELY DISPOSED TO THE FUTURE
  9. HOW WILL THIS BE ACHIEVED --- WHILST MAJORITY AGREE TO THIS IN BOTH CASES A GREATER PROPRTION OF THE YOUNG DISAGREE ..IS THIS A PRODUCT OF DENSSITISIATION ?
  10. Lack of citizenship concepts ??
  11. Fewer agree in france and fewer emphatically agree
  12. Very much an area where pupils students and tutors are equal in their ability to perceive and solve the poprblems.
  13. Discussion of results can be found in NEXUS proceedings.