Science Pedagogy in ESDGC


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  • Why science is essential not too much
  • What is ESDGC and what does it imply ---- implies an understanding of the terms SD and GC ........... concepts of citizenship little understood at the best of times.Discuss meaning of embedding
  • Goals of ESDGC not to preach but inform and stimulate debate and personal decision making processes which can contribute to debate in wider society.
  • Science appears not to address these issues and gives way to philosophical sociological disciplines which frequently discuss these issues in isolation to the underpinning science (problems and solutions).
  • Acknowledgement of the problems and issues without willingness to engage with the underlying facts
  • Many ESDGC issues originate with socio – scientific issues e.g stem cell research , abortion, genetically modified organisms / crop plants.
  • Aim is to look at some general observation to identify issues and then use the data sets in front of you to explore these issues : look at associations : identify potential origins : identify solutions.Whilst diffeences do exist common trends exist also.Two fold approach .. Consider the concerns and perceptions of the problems : consider the promotion of science education as a means of understanding and addressing the problems. Data sets Paul duez 16-20 UWN 16-20 21-40Two areas : perceptions of environmnetal issues Perceptions of science
  • Explore data across two welsh age groups to identify if there is a generational difference. Average age 32 average age 19ARE RESPONSES GOVERNED BY AGE DIFFERENCESIS HOPELESSNESS A RESPONSE OF THE YOUNGER AGE GROUPS OLDER AGE GROUP MORE POSITIVELY DISPOSED TO THE FUTURE
  • Lack of citizenship concepts ??
  • Fewer agree in france and fewer emphatically agree
  • Very much an area where pupils students and tutors are equal in their ability to perceive and solve the poprblems.
  • Discussion of results can be found in NEXUS proceedings.
  • Science Pedagogy in ESDGC

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