000 04183nam a2200409 i 4500
001 BRILL9789460914720
003 nllekb
005 20260610104835.0
007 cr un uuuua
008 191130s2011 ne sb 001 0 eng d
020 _a9789460914720
_q(electronic book)
020 _z9789460914713
_q(print)
024 7 _a10.1007/978-94-6091-472-0
_2DOI
035 _a(OCoLC)759841765
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aQ181
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a507.1
_223
100 1 _aHodson, Derek,
_eauthor.
245 1 0 _aLooking to the Future :
_ba Building a Curriculum for Social Activism /
_cDerek Hodson.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2011.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material -- Scientific Literacy Revisited -- Confronting Socioscientific Issues -- Building a Curriculum -- Turning the Spotlight on Science -- Turning the Spotlight on Science Education -- Strategies, Responsibilities and Outcomes -- Teaching Ethics -- Confronting Environmental Issues -- Place, Community and Collective Action -- Making it Happen -- Notes -- References -- Index.
520 _aIn advocating an action-oriented and issues-based curriculum, this book takes the position that a major, but shamefully neglected, goal of science and technology education is to equip students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues they encounter in daily life as citizens in an increasingly technology-dominated world carefully, critically, confidently and responsibly. In outlining proposals for addressing socioscientific issues through a curriculum organized in terms of four increasingly sophisticated levels of consideration, the author adopts a highly critical and politicized stance towards the norms and values that underpin both scientific and technological development and contemporary scientific, engineering and medical practice, criticizes mainstream STS and STSE education for adopting a superficial, politically naïve and, hence, educationally ineffective approach to consideration of socioscientific issues, takes the view that environmental problems are social problems occasioned by the values that underpin the ways in which we choose to live, and urges teachers to encourage students to reach their own views through debate and argument about where they stand on major socioscientific issues, including the moral-ethical issues they often raise. More controversially, the author argues that if students are to become responsible and politically active citizens, the curriculum needs to provide opportunities for them to experience and learn from sociopolitical action. The relative merits of direct and indirect action are addressed, notions of learning about action, learning through action and learning from action are developed, and a case is made for compiling a user-friendly database reflecting on both successful and less successful action-oriented curriculum initiatives. Finally, the book considers some of the important teacher education issues raised by this radically new approach to teaching and learning science and technology. The book is intended primarily for teachers and student teachers of science, technology and environmental education, graduate students and researchers in education, teacher educators, curriculum developers and those responsible for educational policy.
588 _aDescription based on print version record.
650 0 _aScience
_xStudy and teaching.
650 0 _aMoral education.
776 0 8 _iPrint version:
_tLooking to the Future: Building a Curriculum for Social Activism,
_dLeiden Boston : Brill | Sense, 2011
_w9789460914713
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6091-472-0
999 _c15075
_d15075