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This book provides a fascinating insight into the on-going process
of self- reflection in the Science|Environment|Health (S|E|H)
community. The basic vision of a new S|E|H pedagogy is to establish
a transdisciplinary dialogue between the three educational fields
of science education, environmental education, and health
education. This approach finds growing interest among science
educators. Since 2014, the ESERA special interest group S|E|H has
united both experienced and junior researchers all over Europe in a
burgeoning research community. This book presents a selection of
results of these vibrant activities. Systems theory has turned out
to be a stimulating theoretical framework for S|E|H. The limits of
predictability in complex living systems result in structural
uncertainty for decision-making, and they ask for emphasising and
rethinking the role of pedagogical concepts like informed
citizenship and scientific literacy. They challenge crude
scientific determinism in environmental and health education, which
all too often ends up with students' eco- and health depression.
Instead, S|E|H conceives coping with uncertainty in terms of an
interplay between cognitive and affective factors. The horizon of
the future remains always open. Hope must never die in a new S|E|H
pedagogy. Chapter 3 is available open access under a Creative
Commons Attribution 4.0 International License via
link.springer.com.
Health and the environment are important learning areas in
science education and their significance is growing. Not only do
they have high social relevance, but they are also close to
students' interests and needs. They provide many opportunities to
unlock science with questions that are personally relevant to boys
and girls and that inspire them to engage in science.
This book contains a selection of papers from prominent
professionals in science, health and environmental education, who
reflect on science education, each from their specific point of
view. The core idea is to present well-founded perspectives on how
science education may benefit from challenges stemming from both
health and environmental education.
Specific reasons are discussed as to why these two areas are
particularly legitimized to challenge science education, and their
potential impact on a revision of science education is
evaluated.
A new pedagogy for science environment health that yields
interesting and relevant science education for students and
teachers, and addresses the grand challenges of this century: what
an attractive and rewarding project The book will motivate
teachers, teacher educators and science education researchers to
take part in this on-going project."
Health and the environment are important learning areas in science
education and their significance is growing. Not only do they have
high social relevance, but they are also close to students'
interests and needs. They provide many opportunities to unlock
science with questions that are personally relevant to boys and
girls and that inspire them to engage in science. This book
contains a selection of papers from prominent professionals in
science, health and environmental education, who reflect on science
education, each from their specific point of view. The core idea is
to present well-founded perspectives on how science education may
benefit from challenges stemming from both health and environmental
education. Specific reasons are discussed as to why these two areas
are particularly legitimized to challenge science education, and
their potential impact on a revision of science education is
evaluated. A new pedagogy for science|environment|health that
yields interesting and relevant science education for students and
teachers, and addresses the grand challenges of this century: what
an attractive and rewarding project! The book will motivate
teachers, teacher educators and science education researchers to
take part in this on-going project.
This book provides a fascinating insight into the on-going process
of self- reflection in the Science|Environment|Health (S|E|H)
community. The basic vision of a new S|E|H pedagogy is to establish
a transdisciplinary dialogue between the three educational fields
of science education, environmental education, and health
education. This approach finds growing interest among science
educators. Since 2014, the ESERA special interest group S|E|H has
united both experienced and junior researchers all over Europe in a
burgeoning research community. This book presents a selection of
results of these vibrant activities. Systems theory has turned out
to be a stimulating theoretical framework for S|E|H. The limits of
predictability in complex living systems result in structural
uncertainty for decision-making, and they ask for emphasising and
rethinking the role of pedagogical concepts like informed
citizenship and scientific literacy. They challenge crude
scientific determinism in environmental and health education, which
all too often ends up with students' eco- and health depression.
Instead, S|E|H conceives coping with uncertainty in terms of an
interplay between cognitive and affective factors. The horizon of
the future remains always open. Hope must never die in a new S|E|H
pedagogy. Chapter 3 is available open access under a Creative
Commons Attribution 4.0 International License via
link.springer.com.
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