Becoming a science teacher in the Anthropocene: scientific knowledge as 'matters of concern'
Saved in:
| Title: | Becoming a science teacher in the Anthropocene: scientific knowledge as 'matters of concern' |
|---|---|
| Authors: | Yavuzkaya, Merve, Hasslöf, Helen, Sjöström, Jesper, Professor, 1974 |
| Source: | International Journal of Science Education. 47(12):1496-1516 |
| Subject Terms: | Anthropocene, teacher education, qualitative research, science education, science teacher education, double didactic triangle, science teacher students, future science teachers, scientific knowledge, chemical knowledge, matters of concern, antropocen, lärarutbildning, lärarutbildningsdidaktik, dubbeldidaktisk triangel, lärarstudenter, kemikunskap, naturkunskap, Naturvetenskapernas didaktik, Science education |
| Description: | In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students' discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-service teachers. In this study, we consider how these teacher students' 'fresh eyes' bring views of how knowledge (especially chemistry-related knowledge) matters in education and teaching. Through a lecture that centred planetary boundaries and the Great Acceleration as representations of some main scientific models in the field, the teacher students were introduced to the concept of Anthropocene. Five focus group discussions followed this introduction. Thematic analysis reveals how the acquired knowledge of the introductory lesson challenges the students to express 'matters of concern' differently: partly considering a personal, everyday level and partly reformulating their role as future science teachers. The interrelation of these positions is also a concern for the concluding discussion. Furthermore, the article discusses these results as both concerns and possibilities for science education, including science teacher education. |
| File Description: | electronic |
| Access URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-69952 https://doi.org/10.1080/09500693.2024.2367174 |
| Database: | SwePub |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstract: | In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students' discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-service teachers. In this study, we consider how these teacher students' 'fresh eyes' bring views of how knowledge (especially chemistry-related knowledge) matters in education and teaching. Through a lecture that centred planetary boundaries and the Great Acceleration as representations of some main scientific models in the field, the teacher students were introduced to the concept of Anthropocene. Five focus group discussions followed this introduction. Thematic analysis reveals how the acquired knowledge of the introductory lesson challenges the students to express 'matters of concern' differently: partly considering a personal, everyday level and partly reformulating their role as future science teachers. The interrelation of these positions is also a concern for the concluding discussion. Furthermore, the article discusses these results as both concerns and possibilities for science education, including science teacher education. |
|---|---|
| ISSN: | 09500693 14645289 |
| DOI: | 10.1080/09500693.2024.2367174 |