Adressing complexity in Science|Environment|Health pedagogy

Abstract

This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts – a core issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The “art of decision making” in complex contexts is to take scientific knowledge into account, but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may motivate many students for science learning and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and uncertainty and to empower them for wise decisions about societal and personal well-being.