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Use of future scenarios as a pedagogical approach for science teacher education

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dc.contributor.authorPaige, K.
dc.contributor.authorLloyd, D.
dc.date.issued2016
dc.description.abstractFutures studies is usually a transdisciplinary study and as such embraces the physical world of the sciences and system sciences and the subjective world of individuals and cultures, as well as the time dimension—past, present and futures. Science education, where student interests, opportunities and challenges often manifest themselves, can provide a suitable entry point for futures work. In this paper, we describe how we have used futures themes, concepts and techniques both implicitly and explicitly in our undergraduate middle school teacher education courses and, in particular, science curriculum and general studies courses. Taking a critical orientation to the past and the present in these courses enables the future to be more than a mere reproduction of the status quo and opens up a range of possible futures in the areas of current interest. For example, having studied middle school teaching and learning in mathematics and science, students explore the past, present and possible future of a natural part of a university campus. In a general studies course -on the science of the Earth’s atmosphere, students construct a normative futures scenario on living in a changing climate. One way to gain insight into an uncertain future is to construct scenarios. This technique has been used since the 1970s to bring issues of environment and development—areas with strong science content—to the attention of both scientists and policymakers.
dc.identifier.citationResearch in Science Education, 2016; 46(2):263-285
dc.identifier.doi10.1007/s11165-015-9505-7
dc.identifier.issn0157-244X
dc.identifier.issn1573-1898
dc.identifier.urihttps://hdl.handle.net/11541.2/117680
dc.language.isoen
dc.publisherSpringer Netherlands
dc.rightsCopyright 2015 Springer Science+Business Media Access Condition Notes: Postprint available on open access
dc.source.urihttps://doi.org/10.1007/s11165-015-9505-7
dc.subjectfuture scenarios
dc.subjectfutures thinking
dc.subjectscience teacher education
dc.titleUse of future scenarios as a pedagogical approach for science teacher education
dc.typeJournal article
pubs.publication-statusPublished
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