Overview
- Emphasizes the potential of out-of-school science education to engage learners in critical learning about wicked problems for a more sustainable future
- Brings together discussions about the role of out-of-school institutions in addressing global challenges such as excessive energy consumption, the biodiversity crisis and climate change
- Presents international perspectives of experts with experience of science education in and out-of-school
Part of the book series: Contributions from Science Education Research (CFSE, volume 8)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (12 chapters)
Keywords
- wicked problems
- out-of-school science education
- out-of-school science engagement
- challenges of teaching about wicked problems
- education on biodiversity challenges
- science education in immersion exhibitions
- student engagement with climate change
- science education outside the classroom
- science centre educators
- controversy-based educational programme
- out-of-school environments
- social science curriculum devlopers
- challenges of teaching and learning social science
About this book
This book discusses a number of ways in which out-of-school science education can uniquely engage learners with ‘wicked’ global problems such as biodiversity loss and climate change. The idea for the volume originated in discussions among members of the ESERA special interest group on "Science Education in Out-of-School contexts". It emerged from these discussions that out-of-school institutions and experiences offer opportunities for critical engagement in wicked problems that go far beyond what is possible solely in the science classroom.
The book opens with a principled discussion of the nature of wicked problems and what addressing them involves. This introduction clarifies key terms and ideas to create a coherent backdrop for the rest of the book. Subsequent chapters discuss the challenges of designing educational experiences to address wicked problems, as well as the teaching and learning that takes place. The authors offer perspectives across a range of out-of-school environments such as science centres, natural history museums, botanical gardens, geological sites, and local communities. The book concludes with a chapter that synthesises the findings from the various contributions and points to the messages for educators. Finally, the editors outline an exciting research agenda to build knowledge of education addressing wicked problems. The intended audience of the book includes teachers, educators/facilitators, teacher educators, curriculum developers, and early career researchers as well as established researchers.
Editors and Affiliations
About the editors
Justin Dillon is professor of science and environmental education at the University of Exeter. He is editor-in-chief of Studies in Science Education and co-edits the International Journal of Science Education. In 2007, he was elected President of the European Science Education Research Association. He has co-edited 18 books including Becoming a Teacher, Bad Education and the International Handbook of Research on Environmental Education. He has published around 100 papers in peer-reviewed journals and almost the same number of book chapters.
Melissa Glackin is senior lecturer in science education at King’s College London. Her research has explored why teachers teach what they do, and how they do, within the fields of science education and environmental education particularly related to out-of-classroom teaching. Her research has been published in the journals Environmental Education Research, International Journal of Science Education and International Journal of Research & Method in Education. Between 2015-2019, she served as the co-chair for ESERA’s SIG Science education in out-of-school contexts.
Bibliographic Information
Book Title: Addressing Wicked Problems through Science Education
Book Subtitle: The Role of Out-of-School Experiences
Editors: Marianne Achiam, Justin Dillon, Melissa Glackin
Series Title: Contributions from Science Education Research
DOI: https://doi.org/10.1007/978-3-030-74266-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-74265-2Published: 11 August 2021
Softcover ISBN: 978-3-030-74268-3Published: 12 August 2022
eBook ISBN: 978-3-030-74266-9Published: 09 August 2021
Series ISSN: 2213-3623
Series E-ISSN: 2213-3631
Edition Number: 1
Number of Pages: XIV, 237
Number of Illustrations: 31 b/w illustrations
Topics: Science Education, Teaching and Teacher Education, Environmental and Sustainability Education, Alternative Education, Research Methods in Education