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Risk, uncertainty and complexity in science education

Christensen, Clare Karen & Fensham, Peter J. (2012) Risk, uncertainty and complexity in science education. In Fraser, Barry J., Tobin, Kenneth G., & McRobbie, Campbell J. (Eds.) Second International Handbook of Science Education. Springer, London, pp. 751-769.

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    Abstract

    Increasingly societies and their governments are facing important social issues that have science and technology as key features. A number of these socio-scientific issues have two features that distinguish them from the restricted contexts in which school science has traditionally been presented. Some of their science is uncertain and scientific knowledge is not the only knowledge involved. As a result, the concepts of uncertainty, risk and complexity become essential aspects of the science underlying these issues.

    In this chapter we discuss the nature and role of these concepts in the public understanding of science and consider their links with school science. We argue that these same concepts and their role in contemporary scientific knowledge need to be addressed in school science curricula. The new features for content, pedagogy and assessment of this urgent challenge for science educators are outlined. These will be essential if the goal of science education for citizenship is to be achieved with our students, who will increasingly be required to make personal and collective decisions on issues involving science and technology.

    Impact and interest:

    Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

    These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

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    ID Code: 49576
    Item Type: Book Chapter
    Keywords: Science education, New paradigm for science, Technology education, Socio-scientific issues, Traditional school science, Science teacher development
    DOI: 10.1007/978-1-4020-9041-7_50
    ISBN: 9781402090400
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
    Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
    Divisions: Current > Schools > School of Cultural & Professional Learning
    Current > Schools > School of Curriculum
    Current > QUT Faculties and Divisions > Faculty of Education
    Copyright Owner: Copyright 2012 Springer
    Deposited On: 10 Apr 2012 08:11
    Last Modified: 30 Oct 2013 14:39

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