A Future Trend for Science Education: A Constructivism-Humanism Approach to Trans-Contextualisation
Today's society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans...
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| Main Authors: | , , |
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| Format: | Book |
| Published: |
MDPI AG,
2022-06-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | Today's society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans-contextualisation component within science education so as to go beyond the classroom and seek to impact the societal setting. In so doing, this study, through a constructivism-humanism approach, develops a theoretical 4-phase model by adding a trans-contextualisation learning phase to a literature-supported 3-stage science education teaching model. This enhanced model is put forward to enable science education to play a stronger role in impacting societal development towards building an active informed citizenry, enabling society to reflect on potential ways to meet its needs in moving towards a sustainable future. The study seeks science educator views familiar with the 3-stage teaching approach on the enhanced 4-phase model in terms of its value, feasibility and potential constraints. Such views are shown to be positive and aligned with the generally supportive views of teachers identified in a prior study. |
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| Item Description: | 10.3390/educsci12060413 2227-7102 |