Science Pedagogy in ESDGC

Dr Ronald JohnstonScience Programme Leader

School of Education

The (essential !!) role of science education in the context of citizenship education and education for sustainable development.

STLHE2010

SESSION SUMMARY

• background to ESDGC

• issues re, science education within ESDGC

• the data : the results : the issues

• discussion of chosen datasets

....recognises that people have rights and responsibilities to participate in decision making ...........

.... involves a willingness to act as responsible citizens while developing the ability to engage with and manage change at individual and social levels.

Recommendation that ESDGC should be embedded in all subjects.

Education for Sustainable Development and Global Citizenship

“recognise the responsibility to present Balanced information from a range of sources in order to enable critical thinking

and informed debate”.

Application Guide to Professional Standards for Teachers Embedding ESDGC (LLUK, 2009)

Role of science education in ESDGC .

“understand that a goal of ESDGC is to enableaction via informed discussion and debate which may inform lifestyle changes choices and so positively influence both the individual and

society”

Application Guide to Professional Standards for Teachers Embedding ESDGC (LLUK, 2009).

“The social consequences of a scientifically illiterate society are potentially great.

(Johnston, 2009 ref. provided )

http://www3.newport.ac.uk/displayPage.aspx?object_id=13942&parent_id=13941&type=PAG

“ the natural home for Citizenship Education’s place was in PSHE (personal, social and health education) or effectively “combinations of History, Geography and Religious Education”

“difficult to find ESDGC resources which are not linked solely to these curriculum areas”

McKenzie, A. (2000). Citizenship in Schools: a baseline survey of curriculum & practice in sample English, Welsh & Northern Irish Education Authorities in Spring 2000. London, UNICEF.

Growing tendency for science not to be the natural home for these ESDGC issues.

“Although pupils express concern about the environment and generally think that they can make a contribution to solving issues they show a general lack of interest in learning about causes of environmental damage such as the greenhouse effect and the ozone layer. …….”

ROSE survey in Scotland (Finlayson & Roach, 2007)

Perceptions of science & environmental issues.

Humans protected from the Environment.

Environmentprotected from us

Living within theenvironment

distant past recent past present

Changes in our relationship with the environment.

How development changes the environment ?

The environment is always changing

New Homes being built New supermarket

Traffic congestion

New play area in

the park

Flooding

Air pollution

Alternative energyIndustrial Agriculture

MiningPlanting new trees

environmental impacts have social implications !

• Loss of agricultural crops• Loss of forest resources / habitats• Damage to public health• Impacts on water resources

………and (amongst others) require science based solutions

“.... socio-scientific issue one which has a basis in science and has a potentially large impact on society”.

Science education for citizenship.

Ratcliffe & Grace 2003

n = 104

16-20 = 5721-40+ = 47

n = 130

all 16 -20

UWCN / South Wales

Standardised age range.21 – 40+ / 16 – 20

Actual age range16 - 40+

COMPARISON OF AGE GROUPS 16-20 WELSH DATA 21-40 +

42.6% 57.4% 64.9% 35.1%

COMPARISON OF AGE GROUPS 16-20 21-40+

43 % 57%

21% 79%


74.5%25.5% 47.5% 52.5 %



Comparison Wales / France 16 - 20 UWN Paul Duez

71.5 %28.4 %53.2 % 36.8 %


90%


42.6% 56.3 %









Sources of information & issues

Wales Sources of information about environmental issues .

newspapers familyCollege / university TV Internet

25.49%

50.98%

FranceSources of information about environmental issues .

newspapers familyCollege / university TV Internet

67.75%


Should ESDGC be compulsory in every subject ?

Non !

Oui !

68% 32%

people are generally aware of the impacts of socio- scientific issues but frequently do not have the knowledge to understand their origin or their resolution.

people frequently underestimate their own capacity to understand the science underpinning the issues “science isn’t for me”.

Is it just the way that we teach it ?

Science education for citizenship : citizenship education for scientists ?

Contextualisation of science content within socio -scientific issues – how will the curriculum carry

this ?

Student / pupil as scientist …researcher...... problem solver !

Links and References

Johnston, R.A.S. (2002) “Wild Berwyn or Coy Nature Reserve : a

changing landscape.” Canadian Journal of Environmental

Education, 7, (2)

Johnston, R.A.S. (2009) "The role of science within education for

sustainable development and global citizenship: ESDGC within

science education". In Linking Research and Teaching in Higher

Education. Proceedings of the Newport NEXUS conference Special

Publication No.1 pp. 27-33



Science Pedagogy in ESDGC

Education

natural home

professional standards

environmental issues

comparisonofage groups 16

scientific issues

sustainable development

global citizenship

science education