Complex and Political Socioscientific Issues Education in the Anthropocene: Towards an Integrative Didaktik Model Driven by Transdisciplinarity, Relationality and Responsibility
Uloženo v:
| Název: | Complex and Political Socioscientific Issues Education in the Anthropocene: Towards an Integrative Didaktik Model Driven by Transdisciplinarity, Relationality and Responsibility |
|---|---|
| Autoři: | Sjöström, Jesper, Professor, 1974 |
| Zdroj: | A Sociopolitical Turnin Science Education Contemporary Trends and Issues in Science Education. :29-54 |
| Témata: | Eco-reflexive Bildung, Future science education, Integrative didaktik model, Vision III, Wisdom pedagogies, Bildung, socio-scientific issues, socioscientific issues, SSI, science in context, sociopolitical, socio-ecojustice, Anthropocene, integrative didactics, transdisciplinarity, relationality, integrative worldview, environmental citizenship, eco-reflexive science education, integrativ didaktik, eko-reflexiv bildning, samhällsfrågor med naturvetenskapligt innehåll, SNI, transdisciplinär, integrerad didaktisk modell, integrerad världsbild, visdom, Naturvetenskapernas didaktik, Science education |
| Popis: | This paper reviews and discusses “didaktik models” and “wisdom pedagogies” for socio-ecojustice-oriented science education. The discussed models and pedagogies are driven by environmental citizenship and Vision III of scientific literacy and science education. Vision III emphasizes transdisciplinarity, relationality and responsibility as well as moral-philosophical-existential-political alternatives and sociopolitical actions. A point of departure is an awareness that we are living in a post-pandemic world in the Anthropocene era. A main idea of didaktik is that teachers have the agency to make autonomous and responsible choices in relation to curricula interpretations, pedagogies and the development of their students’ Bildung. Important in didaktik research is to develop different types of arrangements, frameworks and tools for teachers, which can be supportive of their didaktik choices. With one word it is called didaktik models. Their role is to bridge theory and practice. From the perspective of eco-reflexive Bildung, the main interest in this paper is didaktik models enhancing eco-reflexivity among students. The paper suggests an integrative didaktik model for complex and sociopolitical socioscientific issues education. Typically in “science-in-context”-education models, teaching is made in the following sequence: (1) engage, (2) explain as a result of teaching, (3) elaborate, (4) explore, (5) take action, and (6) evaluate. Such a sequence is in the new integrative didaktik model placed in a “Vision III-atmosphere”. |
| Popis souboru: | |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-75483 |
| Databáze: | SwePub |
Nájsť tento článok vo Web of Science | Abstrakt: | This paper reviews and discusses “didaktik models” and “wisdom pedagogies” for socio-ecojustice-oriented science education. The discussed models and pedagogies are driven by environmental citizenship and Vision III of scientific literacy and science education. Vision III emphasizes transdisciplinarity, relationality and responsibility as well as moral-philosophical-existential-political alternatives and sociopolitical actions. A point of departure is an awareness that we are living in a post-pandemic world in the Anthropocene era. A main idea of didaktik is that teachers have the agency to make autonomous and responsible choices in relation to curricula interpretations, pedagogies and the development of their students’ Bildung. Important in didaktik research is to develop different types of arrangements, frameworks and tools for teachers, which can be supportive of their didaktik choices. With one word it is called didaktik models. Their role is to bridge theory and practice. From the perspective of eco-reflexive Bildung, the main interest in this paper is didaktik models enhancing eco-reflexivity among students. The paper suggests an integrative didaktik model for complex and sociopolitical socioscientific issues education. Typically in “science-in-context”-education models, teaching is made in the following sequence: (1) engage, (2) explain as a result of teaching, (3) elaborate, (4) explore, (5) take action, and (6) evaluate. Such a sequence is in the new integrative didaktik model placed in a “Vision III-atmosphere”. |
|---|---|
| ISSN: | 18780482 18780784 |
| DOI: | 10.1007/978-3-031-78586-3_2 |