The current COVID-19 pandemic raises reflection on the new roles of science education in citizen education in a world characterized by civilization risks, derived from the current socioeconomic development. This specific type of risk is treated as a manufactured risk as proposed by the sociologist Ulrich Beck. In this paper, we report a document analysis starting from Beck's risk society theory, followed by notions of reflexive modernity, risk perception, and the Cynefin decision-making model for complex problems. COVID-19 pandemic is characterized as a manufactured risk. We state that students are unable to deal with manufactured risk because of the type of problems they are usually prepared to solve at school and the limited risk perception they have. In order to acquire better science education, we propose the integration of wicked problems in science programs alongside the use of a multidimensional schema, the so-called amplified risk perception space, a tool to locate students' risk perception. We hope to contribute to prepare citizens for a world of global and complex events, such as the current pandemic.
Classrooms are complex in their real sets. To understand such sets and their emergent patterns, network approach provides useful theoretical and methodological tools. In this work, we used network approach to explore two domains of complexity in a classroom: the interpersonal domain, via social networks; and the representational domain, through collective semantic networks. This work is grounded in both Social Network Analyses and Social Representation Theory for gathering information from interpersonal and representational domains. We investigated a physics high school classroom by proceeding sociometric tests and by using words freely evoked by students to explore relations between students’ dyad’s weights, in social networks, and emerging consensus in semantic networks. Our findings showed closer relations between social ties’ weight and consensus formed on intra-school representational objects, while consensus on extra-school representational objects is less dependent on the classroom interpersonal ties’ strength.
Resumo Neste trabalho apresentamos um aparato de baixo custo para produção de animações quadro a quadro (stop motion) como ferramenta didática no ensino da Física. Dedicado à captura e exibição de stop motions, o aparato é construído com o computador Raspberry Pi e conta com uma interface que permite ao aluno um manuseio simplificado e reprodução imediata de resultados modelados. Apresentamos uma revisão sobre as diferentes ferramentas de modelagem de situações dinâmicas e apresentamos as características que tornam vantajoso o uso de stop motion no ensino da Física. Traçamos um breve histórico da produção de animações quadro a quadro e, então, fazemos uma descrição detalhada da construção do aparato bem como da instalação de um software customizado desenvolvido, a fim de que possa ser replicado para utilização em salas de aula de Física.
The current COVID-19 pandemic raises reflection on the new roles of science education in citizen education in a world characterized by civilization risks, derived from the socioeconomic development. This specific type of risk is treated as manufactured risk as proposed by the sociologist Ulrich Beck. In this work, we report a document analysis starting from Beck's risk society theory, followed by notions of reflexive modernity, risk perception and the Cynefin decision making model for complex problems. COVID-19 pandemic is characterized as a manufactured risk and we present features of it. We state that students are unable to deal with manufactured risk because of the type of problems they are usually prepared to solve at school and the limited risk perception they have. In order to acquire a better science education, we propose the integration of wicked problems in science programs alongside the use of a multidimensional schema, so-called amplified risk perception space, a tool to locate students' risk perception. We hope to contribute to prepare citizens for a world of global and complex events, such as the current pandemic.
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