Knowledge to Deal with Challenges to Science Education from Without and Within
Fensham, Peter J. (2011) Knowledge to Deal with Challenges to Science Education from Without and Within. In The Professional Knowledge Base of Science Teaching. Springer, pp. 295-317.
This chapter focuses on two challenges to science teachers’ knowledge that Fensham identifies as having recently emerged—one a challenge from beyond Science and the other a challenge from within Science. Both challenges stem from common features of contemporary society, namely, its complexity and uncertainty. Both also confront science teachers with teaching situations that contrast markedly with the simplicity and certainty that have been characteristic of most school science education, and hence both present new demands for science teachers’ knowledge and skill. The first, the challenge from without Science, comes from the new world of work and the “knowledge society”. Regardless of their success in traditional school learning, many young persons in many modern economies are now seen as lacking other knowledge and skills that are essential for their personal, social and economic life. The second, the challenge from within Science, derives from changing notions of the nature of science itself. If the complexity and uncertainty of the knowledge society demand new understandings and contributions from science teachers, these are certainly matched by the demands that are posed by the role of complexity and uncertainty in science itself.
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|Item Type:||Book Chapter|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Health
|Copyright Owner:||Copyright 2011 Springer.|
|Deposited On:||13 Dec 2011 10:25|
|Last Modified:||25 Mar 2013 21:19|
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