Science|Environment|Health – the emergence of a new pedagogy of complex living systems

Zeyer, Albert; Dillon, Justin

doi:10.1186/s43031-019-0014-9

Cited by 21 publications

(25 citation statements)

References 43 publications

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“…Microbiology offers a useful perspective and contributes to real-life contexts for SSI teaching and learning. Topics relevant to health and environmental education are tied together, and a significant challenge of the 21st century is negotiated ( Fensham, 2012 ; Zeyer and Dillon, 2019 ). Concerning the case-based data reported, this work supports the assumption that our SSI-embedded role-playing classroom setting is well suited to support students in acquiring scientific knowledge about antibiotics and ABR and the complex interplay of social dimensions.…”

Section: Discussionmentioning

confidence: 99%

“…Science education and practice aim to support society in acquiring skills that enable citizens to make well-informed decisions and form evidence-based opinions on current societal challenges ( Dawson and Venville, 2010 ; Osborne, 2010 ). Antimicrobial resistance (AMR) is a pressing and capacious problem in the field of Science|Environment|Health pedagogy ( Zeyer and Dillon, 2019 ). In the coming years, this significant public health issue will progressively gain importance for both public discourse as well as science teaching because of its potential to affect humankind’s personal, social, and global patterns of behavior ( Fensham, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

et al. 2021

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The emergence and widespread of antibiotic-resistant pathogenic microorganisms are of great individual and societal relevance. Due to the complex and multilayered nature of the topic, antibiotic resistance (ABR) is the object of concern for several scientific fields, such as microbiology or medicine, and encompasses a broad range of political, economic, and social aspects. Thus, the issue related to antibiotic-resistant bacterial diseases offers an excellent platform for designing and implementing the teaching and learning of socio-scientific issues (SSI). We created a SSI-based curriculum unit for use in secondary science classrooms by developing a collaborative partnership between education researchers and microbiologists. This classroom environment allows students to explore and negotiate ABR as a societal and scientific phenomenon. For this purpose, we leveraged role-playing within the SSI-based unit as a productive context for engaging students in learning opportunities that provide multiple perspectives on ABR and the complex interplay of its accelerators. This case-based paper describes Austrian school students’ experiences from their participation in a SSI-embedded role-playing classroom environment and subsequent activities that included a mini congress with a poster presentation and a panel discussion. An open-ended questionnaire-based assessment tool was used to examine the situational characteristics of the students’ work. To assess students’ contributions, we applied a qualitative content analysis design and identified cognitive and affective outcomes. The students’ learning experiences demonstrate that they considered the content – the social complexities of antibiotic-resistant bacteria and associated diseases – exciting and very topical. The students perceived that learning about ABR is relevant for their future and involves both individual and societal responsibility for action. Although the curriculum unit and its assignments were described as labor-intensive, it became apparent that the role-playing setting has the potential to inform students about multiple stakeholder positions concerning ABR. Concerning the promotion of science practices, almost all students claimed that they learned to organize, analyze, evaluate, and present relevant information. Moreover, the students affirmed that they learned to argue from the perspective of their assigned roles. However, the students did not clarify whether they learned more through this SSI-based classroom instruction than through conventional science teaching approaches.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

et al. 2021

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“…We believe that now is the time for all members of the science education community to withdraw from any involvement in PISA. More importantly, we believe that the science curriculum should be reoriented towards a science|environment|health perspective as advocated by Zeyer and Dillon (2019) and others.…”

Section: How Well Has the Science Curriculum Prepared The World's Pubmentioning

confidence: 96%

Reimagining Science and Technology Education in the COVID-19 Portal

Alsop

Bencze

2020

JASTE

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Volume 11, Issue 2 (2020) [jps.library.utoronto.ca/index.php/jaste]ii more refugees and displaced people in the world than ever before, and these figures will likely rise as a result of the pandemic.The brutal murder of George Floyd by Minneapolis police is another world shaking event. This sickening and needless death and many others have led to uprisings in the US by Black Lives Matter (BLM) and those held in solidarity around the world. Protestors, in defiance of lock-down, have brought deeply ingrained injustices home. BLM have reignited and reoriented civil rights movements, bringing attention to racialized injustices, violence and police brutalities. The BLM movement has ruptured civic spheres and injustices that were somehow accepted as a tragic part of everyday life, are now repugnant and indefensible. As JASTE editors and authors, we stand in solidarity with BLM and all those who have taken to the streets in protest. We reflect on ways that science and education practices, including our practices, are deeply implicated in perpetuating anti-Black racism and inequalities. We acknowledge that racism is a public health and environmental issue that is further worsened by the COVID-19 pandemic.We are all vulnerable to COVID-19 although, in practice, of course, the virus affects different groups in very different ways. The pandemic builds on ingrained inequalities and injustices of racism, colonialism, capitalism, class-struggle, poverty, food and health insecurities and environmental degradations. It is a crisis that builds on crisis. The following articles in this journal issue make this abundantly clear.The planetary environmental crisis has been somewhat occluded by COVID-19. Buried in the media and news items are conflicting reports of nature flourishing with fauna and flora returning to cities, improving air quality, and greenhouse gas emissions still rising but doing so at reduced rates. Recent news items have marked the last 10 years as the hottest on record, and Siberia is currently grappling with debilitating temperatures and forest fires previously unknown. Indeed, some have asked whether the pandemic should be conceived as dry run -a warm-up act for something much worse. Others have seen it as a moment in which a Green New Deal might be realised.Around the world, there has been mass closure of institutions of education to restrict the spread of the virus, millions of learners are now out-of-school. UNESCO has been monitoring school closures, highlighting how girls and rural, working class communities have been disproportionately affected. During the pandemic, makeshift educational arrangements have been put in place, mostly in the form of online and distance learning. Students and families lacking computers and stable WIFI connections are further marginalised. In the countries first affected, schools are now reopening. Education administrators, teachers and students are juggling (im)practicalities of social distancing, daily temperature testing, and how best to organise and timetable smaller classes...

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“…Con las respuestas obtenidas en la pregunta de cierre, tenemos algunos indicios de que los participantes reconocen su dificultad para cumplimentar algunas cuestiones referidas a los conocimientos, a la vez que aquellas vinculadas a las emociones, actitudes y comportamientos les hacen reflexionar sobre su propia práctica. Esto nos hace pensar y confirmar la idea del valor reflexivo que pueden tener también este tipo de instrumentos al incluirlos en los procesos formativos y, especialmente, en los relacionados con la formación de los docentes que se encargarán de educar a las generaciones venideras (Cebrián y Junyent, 2014) y de reorientar el aprender a enseñar ciencias en aprender a enseñar una ciencia adecuada para la ALFAM (Zeyer y Dillon, 2019). Fomentar una adecuada alfabetización ambiental de los estudiantes no es posible si no se cuenta con docentes formados y comprometidos, tanto en su ámbito personal como en su práctica profesional, de ahí la relevancia de incluir procesos de ALFAM en los planes de estudio centrados en la formación inicial del profesorado.…”

Section: Conclusiones Y Limitacionesunclassified

Alfabetización ambiental en la formación inicial docente: diseño y validación de un cuestionario

et al. 2022

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El objetivo de esta investigación es aportar un instrumento que permita conocer y analizar el grado de alfabetización ambiental del profesorado en formación inicial de Educación Infantil y Primaria. Para ello se ha seguido un proceso de diseño, tras la revisión de la literatura existente sobre el campo y validación a través de un juicio de expertos y prueba piloto. Como resultado se ha obtenido un cuestionario denominado Cuestionario de Dimensiones Ambientales (CDA), conformado por tres dimensiones: conocimientos y habilidades, actitudes y emociones y comportamientos; 9 categorías; 13 subcategorías y 75 ítems. Consideramos que es un instrumento fiable, consistente, claro y pertinente que cumple con la finalidad principal que se propone en la situación actual de crisis ecosocial.

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Science|Environment|Health – the emergence of a new pedagogy of complex living systems

Cited by 21 publications

References 43 publications

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

Reimagining Science and Technology Education in the COVID-19 Portal

Alfabetización ambiental en la formación inicial docente: diseño y validación de un cuestionario

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