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Author: Sara Tolbert Publisher: Springer Nature ISBN: 3031354303 Category : Science Languages : en Pages : 424
Book Description
This volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in order to provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. This is an open access book.
Author: Sara Tolbert Publisher: Springer Nature ISBN: 3031354303 Category : Science Languages : en Pages : 424
Book Description
This volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in order to provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. This is an open access book.
Author: Maria F. G. Wallace Publisher: Springer Nature ISBN: 3030796221 Category : Science Languages : en Pages : 377
Book Description
This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.
Author: Xavier Fazio Publisher: Springer Nature ISBN: 303137391X Category : Education Languages : en Pages : 211
Book Description
This edited volume, the second of a two-volume set, presents science curriculum exemplars based on existing and future curriculum models. Drawing upon complexity and systems theories, this book will provide a framework for science curriculum that tackles and transforms the interrelated and socio-ecological causes of our ecological crises. The result is a refreshing and hopeful look at K-12 science curriculum in light of our current global trajectory in the twenty-first century. Chapter Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Author: Xavier Fazio Publisher: Palgrave Macmillan ISBN: 9783031373909 Category : Education Languages : en Pages : 0
Book Description
This edited volume, the second of a two-volume set, presents science curriculum exemplars based on existing and future curriculum models. Drawing upon complexity and systems theories, this book will provide a framework for science curriculum that tackles and transforms the interrelated and socio-ecological causes of our ecological crises. The result is a refreshing and hopeful look at K-12 science curriculum in light of our current global trajectory in the twenty-first century. Chapter Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Author: Nathanaël Wallenhorst Publisher: Springer Nature ISBN: 3031377389 Category : Philosophy Languages : en Pages : 470
Book Description
This volume, which is rooted in biogeophysical studies, addresses conceptions of political action in the Anthropocene and the tension between a desire to accomplish the Promethean project of modernity and a post-Promethean approach. This work explores the idea of an anthropological mutation of political consolidation from a “post-Promethean togetherness”, to creating the capacity to act together. The political thinking of the human condition developed by Hannah Arendt is important here as a resource for thinking about humanity in terms of human adventure. This has three dimensions: hubris, the world and coexistence referring respectively to the logic of profit of the homo oeconomicus, the logic of responsibility of the homo collectivus and the logic of the hospitality of the homo religatus. The intellectual and political attitude outlined in this book is an extension of critical theory: the work also puts forward a critique of what poses a problem in our relationship to the world and suggests how to overcome it, the ultimate goal being social transformation. The author propose an uprising and an anthropological consolidation of politics based on the revitalization that is brought about by the sharing of a conviviality both between humans and with what is non-human. The identification of conviviality as an educational paradigm to survive the Anthropocene gives us the much needed reason for hope despite this heritage of the Anthropocene. In addition to Arendtian thinking, this critical theory for the Anthropocene draws on the political thinking of several contemporary authors including Maurice Bellet, Hartmut Rosa, Andreas Weber, Dominique Bourg, and Christian Arnsperger. This volume is of interest to researchers in the Anthropocene.
Author: Xavier Fazio Publisher: Springer Nature ISBN: 303114287X Category : Education Languages : en Pages : 167
Book Description
This volume, the first of a two-volume set, provides a foundation for future research and development in science curriculum. Drawing upon complexity and systems theories, this book provides a framework for science curriculum that tackles and transform the interrelated and socio-ecological causes of our ecological crises in the Anthropocene. Chapters provide a foundational conceptual framework that can inspire and motivate educators and researchers alike, and push the boundaries of science curriculum research, theory, and practice The result is a refreshing and hopeful look at PK-12 science curriculum as a lever for positive change amidst our current global trajectory in the 21st century.
Author: Gregory P. Thomas Publisher: Springer Nature ISBN: 3031180925 Category : Science Languages : en Pages : 319
Book Description
This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education.
Author: Carl A. Maida Publisher: Environment and Society ISBN: 9781666924688 Category : Languages : en Pages : 0
Book Description
This book reimagines the education of future generations in our complex society. The author argues that two provinces--the school and society--can join together to afford students greater freedom to produce future knowledge as humanity faces profound challenges to its existence by advancing experiential instructional approaches.
Author: Tristan Gleason Publisher: Routledge ISBN: 1000471349 Category : Education Languages : en Pages : 315
Book Description
By using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the United States, this book problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from fieldwork with theoretical resources spanning the sciences and humanities, this book demonstrates how community activism, political alliances, and policy changes have guaranteed the survival of an outdoor school in Oregon. This example enables artful reexamination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This book will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.
Author: Sara Tolbert
Author: Sara Tolbert
Author: Maria F. G. Wallace
Author: Xavier Fazio
Author: Xavier Fazio
Author: Nathanaël Wallenhorst
Author: jan jagodzinski
Author: Xavier Fazio
Author: Gregory P. Thomas
Author: Carl A. Maida
Author: Tristan Gleason