Date post: | 13-Nov-2014 |
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Dr Ronald JohnstonScience Programme Leader
School of Education
The (essential !!) role of science education in the context of citizenship education and education for sustainable development.
STLHE2010
SESSION SUMMARY
• background to ESDGC
• issues re, science education within ESDGC
• the data : the results : the issues
• discussion of chosen datasets
....recognises that people have rights and responsibilities to participate in decision making ...........
.... involves a willingness to act as responsible citizens while developing the ability to engage with and manage change at individual and social levels.
Recommendation that ESDGC should be embedded in all subjects.
Education for Sustainable Development and Global Citizenship
“recognise the responsibility to present Balanced information from a range of sources in order to enable critical thinking
and informed debate”.
Application Guide to Professional Standards for Teachers Embedding ESDGC (LLUK, 2009)
Role of science education in ESDGC .
“understand that a goal of ESDGC is to enableaction via informed discussion and debate which may inform lifestyle changes choices and so positively influence both the individual and
society”
Application Guide to Professional Standards for Teachers Embedding ESDGC (LLUK, 2009).
“The social consequences of a scientifically illiterate society are potentially great.
(Johnston, 2009 ref. provided )
“ the natural home for Citizenship Education’s place was in PSHE (personal, social and health education) or effectively “combinations of History, Geography and Religious Education”
“difficult to find ESDGC resources which are not linked solely to these curriculum areas”
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.
Growing tendency for science not to be the natural home for these ESDGC issues.
“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. …….”
ROSE survey in Scotland (Finlayson & Roach, 2007)
Perceptions of science & environmental issues.
Humans protected from the Environment.
Environmentprotected from us
Living within theenvironment
distant past recent past present
Changes in our relationship with the environment.
How development changes the environment ?
The environment is always changing
New Homes being built New supermarket
Traffic congestion
New play area in
the park
Flooding
Air pollution
Alternative energyIndustrial Agriculture
MiningPlanting new trees
environmental impacts have social implications !
• Loss of agricultural crops• Loss of forest resources / habitats• Damage to public health• Impacts on water resources
………and (amongst others) require science based solutions
“.... socio-scientific issue one which has a basis in science and has a potentially large impact on society”.
Science education for citizenship.
Ratcliffe & Grace 2003
n = 104
16-20 = 5721-40+ = 47
n = 130
all 16 -20
UWCN / South Wales
Standardised age range.21 – 40+ / 16 – 20
Actual age range16 - 40+
COMPARISON OF AGE GROUPS 16-20 WELSH DATA 21-40 +
42.6% 57.4% 64.9% 35.1%
COMPARISON OF AGE GROUPS 16-20 21-40+
43 % 57%
21% 79%
COMPARISON OF AGE GROUPS 16-20 21-40+
74.5%25.5% 47.5% 52.5 %
COMPARISON OF AGE GROUPS 16-20 21-40+
COMPARISON OF AGE GROUPS 16-20 21-40+
Comparison Wales / France 16 - 20 UWN Paul Duez
71.5 %28.4 %53.2 % 36.8 %
Comparison Wales / France 16 - 20 UWN Paul Duez
90%
Comparison Wales / France 16 - 20 UWN Paul Duez
42.6% 56.3 %
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Comparison Wales / France 16 - 20 UWN Paul Duez
Sources of information & issues
Wales Sources of information about environmental issues .
newspapers familyCollege / university TV Internet
25.49%
50.98%
FranceSources of information about environmental issues .
newspapers familyCollege / university TV Internet
67.75%
Comparison Wales / France 16 - 20 UWN Paul Duez
Should ESDGC be compulsory in every subject ?
Non !
Oui !
68% 32%
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.
people frequently underestimate their own capacity to understand the science underpinning the issues “science isn’t for me”.
Is it just the way that we teach it ?
Science education for citizenship : citizenship education for scientists ?
Contextualisation of science content within socio -scientific issues – how will the curriculum carry
this ?
Student / pupil as scientist …researcher...... problem solver !
Links and References
Johnston, R.A.S. (2002) “Wild Berwyn or Coy Nature Reserve : a
changing landscape.” Canadian Journal of Environmental
Education, 7, (2)
Johnston, R.A.S. (2009) "The role of science within education for
sustainable development and global citizenship: ESDGC within
science education". In Linking Research and Teaching in Higher
Education. Proceedings of the Newport NEXUS conference Special
Publication No.1 pp. 27-33