Symposium - ESERA 2007 Malmo University 21-25 august
di: Elena Camino
Pubblicato il: 04/09/2007 14:47:54
ESERA 2007 – Malmo University 21-25 august
‘Science learning for civic society in a complex world’
SYMPOSIUM
Presenters:
[All the presenters are members of IRIS]
Laura Colucci-Gray (coordinator)
School of Education, University of Aberdeen, King’s College, AB245UA, l.t.gray@abdn.ac.uk
Donald Gray
School of Education, University of Aberdeen, King’s College, AB245UA, d.s.gray@abdn.ac.uk
Elena Camino
Dipartimento di Biologia Animale e dell’Uomo, University of Turin, Via Accademia albertina, 13, Italy, elena.camino@unito.it
Daniela Marchetti
Dipartimento di Biologia Animale e dell’Uomo, University of Turin, Via Accademia albertina, 13, Italy, daniela.marchetti@unito.it
Discussant: Margareta Ekborg.
Overview
This symposium is organised as a succession of papers discussing the changing role of science in society, the framework of sustainability and the implications for science education and citizens’ action. The first paper takes a historical and critical perspective on the changing nature of science and society interactions within the global scenario. The scale and nature of scientific applications are examined in relation to complexity, uncertainty and risk in socio-ecological systems. This leads onto examining issues of public engagement with science and the development of a ‘scientific citizenship’ (Irwin, 2001). Methodological questions related to the nature of knowledge that is being produced and the learning processes at stake become relevant. The first paper ends with questions about education, curricula and pedagogies, introducing an idea of developing ethical standpoints ‘as hooks for hanging new ideas and information’ in the process that leads from learning to responsible action in the environment.
The three papers which follow are empirical and reflective in nature. Each contribution presents an analysis of educational activities in secondary schools and higher education contexts. The evidence presented in the second paper suggests that common knowledge of the Natural Sciences held by students at University level reflects a tendency towards a simplified view of the Natural systems. This prevents understanding of the ecological world and it is often a barrier to reflection on action. The aim is thus that of re-thinking the learning and teaching process in the Natural Sciences in a way that it becomes conducive to the development of an ecological awareness. This includes the ability to apply scientific knowledge to the understanding of socio-environmental issues and the development of a critical and reflective way of thinking, which acknowledges complexity.
Along the same lines, the third and fourth papers look at methodological and epistemological aspects in learning and teaching. Drawing on a study on role-play, evidence is provided to illustrate a process of learning which occurs through the enactment of different disciplinary perspectives and points of view in processes of discussion and dialogue. Using activities which make use of natural and iconic language the fourth paper illustrates learning and teaching approaches which may be conducive to the development of science literacy within a framework of sustainability and complexity science.
The third and fourth paper are linked by the same focus on the socio-cognitive processes underpinning students’ engagement with a complex issue, looking at their understanding of socio-ecological matters and their capacity to engage in negotiation and understanding of alternative frameworks.
Discussion centres on the notion of knowledge construction in the classroom which builds on different approaches to inquiry. In this process, students as active subjects are legitimated within the context of the classroom, and learning is a process of maturation towards increasing levels of self-awareness and awareness of complexity.
Presentations
Science, Society and Sustainability: A Critical Analysis for Education
Donald Gray
Some obstacles on the path to sustainable education
Daniela Marchetti, Elena, Camino and Anna Perazzone
An inquiry into role-play as a tool to deal with complex socio-environmental issues and conflict
Laura Colucci-Gray and Elena Camino
Post-normal science as a framework for science education research and practice. Some examples of interactive activities.
Elena Camino, Martin Dodman, Laura Colucci Gray, Alessandro Cerutti & Massimo Battaglia