Use of the concept of<i>Bildung</i>in the international science education literature, its potential, and implications for teaching and learning

Sjöström, Jesper; Frerichs, Nadja; Zuin, Vânia Gomes; Eilks, Ingo

doi:10.1080/03057267.2017.1384649

Cited by 97 publications

(97 citation statements)

References 88 publications

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“…Over the past decades, the notion of citizenship education and its implications for curricula have been examined from multiple conceptual frameworks, such as "21st century skills" (c.f. Dede 2010;OECD 2005), "Bildung" (Sjöström, Frerichs, Zuin and Eilks 2017) and "the Sustainable Development Goals" (United Nations 2015). With a backdrop in the rapid technological changes and emerging global sustainability challenges, related frameworks commonly suggest critical engagement with complex societal issues as a key competence for participation in society.…”

Section: News Media In Science Educationmentioning

confidence: 99%

Navigating Alarming Media Messages About Nutrition and Health

2020

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This study focuses the emerging need for young people to critically respond to alarming messages in contemporary media highlighting the potential benefits or harms of certain foods. Besides being technical, advancements in the field of nutrition reported in media are often of tentative and speculative character, primarily selected and constructed on the basis of their news value rather than as representing established knowledge. The study aims to study students' capabilities to navigate and critically respond to controversial media messages about health and nutrition in the context of science education. Our theoretical point of departure is in the concept "an examined life" in the critical reflection tradition of Socrates and the Stoics. We analyze how groups of upper secondary science class students engage in critical examination of a controversial message about cow's milk encountered through Swedish public service news media on the Internet. The results illuminate that even when controversial findings are produced by a reputed university and communicated through independent media, students are capable of discerning the need to scrutinize such findings and are capable of performing such critical examination drawing on experiences of scientific investigations. Students' openness to question authoritative voices in society and to illuminate the new findings on milk from multiple perspectives reflects how "an examined life" may be enacted in the context of science education. Inviting students to participate in related activities shows promise for enabling a critical examination of themselves and others in ways deemed important for democratic citizenship.

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Section: News Media In Science Educationmentioning

confidence: 99%

Navigating Alarming Media Messages About Nutrition and Health

2020

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“…Bildung handlar också om att utveckla både ett självständigt och kritiskt förhållningssätt till omvärlden. Relationen mellan självständighet och ansvarsfullt medborgarskap skapar en spänning mellan personliga och sociala värden (Sjöström, Frerichs, Zuin & Eilks, 2017). Traditionellt sett har dock inte naturvetenskapliga ämnen betonats som relevanta för utveckling av en persons Bildung (Sjöström et al, 2017;Wickman et al, 2012).…”

Section: Naturvetenskaplig Medborgarbildningunclassified

“…Relationen mellan självständighet och ansvarsfullt medborgarskap skapar en spänning mellan personliga och sociala värden (Sjöström, Frerichs, Zuin & Eilks, 2017). Traditionellt sett har dock inte naturvetenskapliga ämnen betonats som relevanta för utveckling av en persons Bildung (Sjöström et al, 2017;Wickman et al, 2012). Sjöström (2013) menar vidare att Bildungs-inriktad kemiundervisning kan bidra till naturvetenskaplig medborgarbildning.…”

Section: Naturvetenskaplig Medborgarbildningunclassified

Didactic modeling of complex sustainability issues in chemistry education.

Dudas

Rundgren

Lundegård

2018

NorDiNa

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Cecilia Dudas är licentiand inom forskarskolan för didaktisk modellering (NaNo) vid Stockholms universitet samt förstelärare i kemi vid Globala gymnasiet i Stockholm. Carl-Johan Rundgren är docent i naturvetenskapsämnenas didaktik vid institutionen för matematikämnets och naturvetenskapsämnenas didaktik (MND) vid Stockholms universitet. Han disputerade i naturvetenskapernas didaktik vid Linköpings universitet 2008 och hans forskning inriktar sig bl a på naturvetenskaplig medborgarbildning, särskilt i relation till media, och på användning av olika representationer av naturvetenskapliga fenomen. Iann Lundegård är docent och lektor i naturvetenskapsämnenas didaktik vid Stockholms universitet. Hans forskningsintressen berör framförallt elevers samtal om miljö och hållbar utveckling i ett utbildningsinnehåll som befinner sig i skärningspunkten mellan natur och samhälle. Lundegård är också intresserad av pragmatisk utbildningsfilosofi och hans forskning bidrar till metodutveckling på det området. were used to construct a didactic model. Those considerations regarded facts and values in relation to known and unknown facts. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship. Abstract To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students' attention to the complexity in sustainability issues. We explore how a didactic model and design principles can be developed and used to analyse complexity in students' deliberation on sustainability issues. The study has been conducted as an in-situ study at two upper secondary schools. The data was analyzed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results highlight four different kinds of considerations needed to visualize complexity, which

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“…Delante de esa deficiencia, este artículo se propone a discutir los sentidos de la emancipación a partir de un recorte de una investigación empírica (tesis de doctorado de la primera autora), a la luz de los referenciales de la Teoría Crítica y de los contornos de la EA crítica en América Latina y Brasil (Gaudiano & Lorenzetti, 2009;Layrargues & Lima, 2011;Zuin & Pacca, 2013;Sjöström, Frerichs, Zuin & Eilks, 2017). A lo largo del texto discutiremos qué elementos emancipatorios emergieron del proyecto durante su desarrollo y evaluación por el grupo coordinador, a partir de sus datos y producciones.…”

Section: E 208 Sudan and Zuin -Emancipación Y Educación Ambientalunclassified

La Emancipación en Educación Ambiental: Formación en una Universidad Brasileña

Sudan¹,

Zuin²

2018

REMIE

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Based on Critical Theory and Emancipator Environmental Education, the study aimed at analyzing the dialectic of emancipation and its potentials in Environmental Education (EE). The research method was structured following a qualitative, participatory research approach, which includes focus group techniques and documental textual analysis. The category "dialectic of emancipation in the socioenvironmental training project" was priorised here, with the sub-categories "emancipation", "emancipator EE", "autonomy" and "freedom". It was observed that the potential emancipator elements include the contradictions in the processes of education and in the bureaucratic and power relations of the institutions that can limitate the autonomy and freedom of individuals, besides the valorization of the experience in collectives in search of the democratization of the EE, as a potential for reflections and critical actions within the HEI.

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Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning

Cited by 97 publications

References 88 publications

Navigating Alarming Media Messages About Nutrition and Health

Navigating Alarming Media Messages About Nutrition and Health

Didactic modeling of complex sustainability issues in chemistry education.

La Emancipación en Educación Ambiental: Formación en una Universidad Brasileña

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