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dc.contributor.authorGilbert, Jen_NZ
dc.date.accessioned2016-03-09T22:38:21Z
dc.date.available2016-03-09T22:38:21Z
dc.date.copyright2015-10-02en_NZ
dc.identifier.citationResearch in Science Education. DOI: 10.1007/s11165-015-9498-2en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/9608
dc.description.abstractSince its inception, science education has been the focus of a great many reform attempts. In general, the aim has been to improve science understanding and/or make science study more interesting and/or relevant to a wider range of students. However, these reform attempts have had limited success. This paper argues that this is in part because science education as a discipline has some “blind spots”, some unacknowledged assumptions that obstruct its development and make it immune to change. While this has long been a problem, the paper argues that, in the new, “postnormal” conditions of the twenty-first century, it is now imperative that we see these blind spots and think differently about what science education is for. School science as we now know it (along with the other school subjects) developed as part of, and in parallel with, modern economies/societies, which in turn depended on the burning of fossil fuels. However, because this period of “carbonised modernity” is now coming to an end, many of the assumptions it was built on must be re-examined. This has (or should have) major implications for science education. Via an exploration of three very different “orientations to the future”, the paper aims to provoke discussion of how science education could be reconceptualised to support our transition into the post-carbon, Anthropocene era.
dc.publisherSpringer
dc.relation.urihttp://dx.doi.org/10.1007/s11165-015-9498-2
dc.rightsAn author may self-archive an author-created version of his/her article on his/her own website and or in his/her institutional repository. He/she may also deposit this version on his/her funder’s or funder’s designated repository at the funder’s request or as a result of a legal obligation, provided it is not made publicly available until 12 months after official publication. He/ she may not use the publisher's PDF version, which is posted on www.springerlink.com, for the purpose of self-archiving or deposit. Furthermore, the author may only post his/her version provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at www.springerlink.com”. (Please also see Publisher’s Version and Citation).
dc.subjectFuture of science education; Postnormal science education; Anthropocene science education; Immunity to change
dc.titleTransforming science education for the Anthropocene-is it possible?en_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1007/s11165-015-9498-2en_NZ
pubs.elements-id191877


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