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
HOW WILL THIS BE ACHIEVED --- WHILST MAJORITY AGREE TO THIS IN BOTH CASES A GREATER PROPRTION OF THE YOUNG DISAGREE ..IS THIS A PRODUCT OF DENSSITISIATION ?
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
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 />
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 />
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 />
“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 />
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 />
“ 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 />
“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 />
Perceptions of science & environmental issues.<br />
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 />
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 />
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 />
“.... 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 />
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 />
France<br />Sources of information about environmental issues .<br />67.75%<br />College / university<br />newspapers<br />family<br />Internet<br />TV<br />
Comparison Wales / France 16 - 20 UWNPaul Duez <br /> Should ESDGC be compulsory in every subject ?<br />Non !<br />Oui !<br />68%<br />32%<br />
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 />
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 />
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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