'Adding zest' to science education

It seems a habit of our time to lament about the
state of the world and simultaneously profess that
there is nothing we, as individuals, can do about it.
In this auto/ethnographic study, Elisabeth challenges
this view on the basis that science teachers in
particular seem in a unique position to raise
students awareness of problematic issues in relation
to the world around them by providing them with
necessary knowledge. Sound knowledge however, does
not equate with positive attitude: providing students
with factual knowledge alone might thus be
insufficient for enabling them to participate in the
public discourse on making the world a better
place . Given the pervading influence of science on
our daily lives, this discourse must include a focus
on science, scientific research and its uses.
Traditionally science has often been taught without
addressing ethical questions. Elisabeth argues that
the inclusion of a discourse on ethical issues into
science classrooms might open an avenue for science
educators to offer students opportunities for
practising engagement as future decision makers by
learning to reflect critically and collaboratively on
their attitudes, beliefs and values.

Autorentext

Elisabeth holds a PhD from Curtin University of Technology,Australia. Her research focuses on socially responsible science-and sustainability education and auto/ethnographic methodologies.Internationally, Elisabeth has run workshops for UNESCO (Nepal);DUT, South Africa, and is an adjunctlecturer of Ibaraki University, Japan.

Klappentext

It seems a habit of our time to lament about thestate of the world and simultaneously profess thatthere is nothing we, as individuals, can do about it.In this auto/ethnographic study, Elisabeth challengesthis view on the basis that science teachers inparticular seem in a unique position to raisestudents' awareness of problematic issues in relationto the world around them by providing them withnecessary knowledge. Sound knowledge however, doesnot equate with positive attitude: providing studentswith factual knowledge alone might thus beinsufficient for enabling them to participate in thepublic discourse on making the world a 'betterplace'. Given the pervading influence of science onour daily lives, this discourse must include a focuson science, scientific research and its uses.Traditionally science has often been taught withoutaddressing ethical questions. Elisabeth argues thatthe inclusion of a discourse on ethical issues intoscience classrooms might open an avenue for scienceeducators to offer students opportunities forpractising engagement as future decision makers bylearning to reflect critically and collaboratively ontheir attitudes, beliefs and values.