Relations and responsibility in pre-service science teachers' talk about nanotechnology education

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Relations and responsibility in pre-service science teachers' talk about nanotechnology education

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Publication Conference other
Title Relations and responsibility in pre-service science teachers' talk about nanotechnology education
Author Sjöström, Jesper ; Hasslöf, Helen ; Lundström, Mats
Date 2017
English abstract
This study was made in connection to Teacher Development Programmes (TPD:s) within the EU-financed project PARRISE. The overarching context of PARRISE is Socio-Scientific Inquiry Based Learning (SSIBL) (Levinson, 2016), which addresses contemporary problems of Science-Technology-Society-Environment-Health (STSEH) issues. It is important to recognize that there are many diverse actors, stakeholders and perspectives, and consequently many different orientations of STSEH education. SSIBL is based on three approaches often independently pursued in schools: Inquiry Based Science Education (IBSE), Socio-Scientific Issues (SSI) and Citizenship Education (CE), and the overall umbrella is Responsible Research and Innovation (RRI) (Levinson, 2016). The chosen theme of these TPD:s with pre-service upper-secondary general science teachers was nanotechnology, the engineering of systems at the molecular or nanoscale level. While nanotechnology offers new products which can benefit many, there are also many possible risks both to health and the environment. Therefore it is an example of a complex SSI, characterized by risk, uncertainty, ignorance and indeterminacy, but also possibilities (Fensham, 2012). There are many complex relations both between human and non-human entities. We are interested in the teacher identity of pre-service science teachers after the TPD and their thoughts about implications for their teaching practice. We study how they talk about nanotech education and will analyze the interview material using a theoretical framework based on reflexive Bildung and Vision III of science education (Sjöström & Eilks, 2017; Sjöström, in press). These ideas can be used as an educational-philosophical framework of SSIBL.
Conference
ESERA European Science Education Research Assosiation (25-27 August 2017 : Dublin, Ireland)
Link http://keynote.conference-services.net/resources/4... (external link to publication)
Link http://keynote.conference-services.net/resources/444/5233/pdf/ESERA2017_0674_paper.pdf .Icon
Language eng (iso)
Subject complex socio-scientific issues
STSEH pedagogy
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/24059 Permalink to this page
Link https://www.esera.org/... (external link to related web page)
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