Journal
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume 41, Issue 18, Pages 2647-2674Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500693.2019.1693080
Keywords
Climate change; future-scaffolding skills; secondary school students
Categories
Funding
- ERASMUS + Programme of the European Union, KA2 [2016-1-IT02-KA201-024373]
Ask authors/readers for more resources
Can science teaching contribute to developing skills for managing uncertainty towards the future and projecting imagination forwards? If so, how? In this paper, we outline an approach to 'teach the future' through science education. In the first part, we describe a framework that has been constructed to orient the design of teaching modules comprised of future-oriented educational activities. Then, a teaching module on climate change is described. The module was tested in a class of upper secondary school in Italy (grade12) and the main results are reported. They concern a change in perception of the future, as revealed by students: from far and unimaginable, the future became conceivable as a set of possibilities, addressable through concrete actions and within their reach, in the sense that they became able to view themselves as agents of their own future. The results lead us to argue that the approach appears promising in developing 'futurescaffolding skills', skills that enable people to construct visions of the future that support possible ways of acting in the present with one's eye on the horizon.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available