Vision III of scientific literacy and science education: an alternative vision for science education emphasising the ethico-socio-political and relational-existential
2024 (English)In: Studies in science education, ISSN 0305-7267, E-ISSN 1940-8412, p. 1-36Article, review/survey (Refereed) Epub ahead of print
Abstract [en]
Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same yearas Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III – understood as alternative views to Western mainstream understandings – have been in existence for an even longer period. Different interpretations of Vision III are reviewed. Common interpretations and emphases are (environmental) engagement, pluralism, realising complexity, the political, and responsible knowing-in-action. The article explores how the three visions relate to each other and their different curriculum emphases. Six new curriculum emphases are suggested for Vision III: STS-perspectives (science and technology studies), ethico-sociopolitical perspectives, agency, philosophical values, cultural-existential perspectives, and embodied knowledge. The article culminates with a suggestion of an integrated conceptualisation of Vision III. Scientific literacy from Vision III-perspectives can be characterised as: based on broad scientific knowings, fundamental anddigital literacy, and an understanding of our complex world from pluralistic perspectives (cross-disciplinary, critical, historyphilosophy-sociology, intersectionality, indigenous worldviews, relationalism), being engaged and prepared for ‘glocal’ action. In essence, Vision III can be seen as synonymous with critical-eco-reflexive Bildung-oriented scientific literacy and science education.
Place, publisher, year, edition, pages
Routledge, 2024. p. 1-36
Keywords [en]
scientific literacy, science education, curriculum, science curriculum, environmental education, environmental literacy, Vision III, visions of science education, three visions, visions of education, critical scientific literacy, agency, politicization, sustainability, sustainability education, critical science education for sustainability, Anthropocene, climate change education, climate action, global scientific literacy, civic scientific literacy, citizenship, global citizenship, risk, uncertainty, complexity, future, democracy, transformation, curriculum emphasis, curriculum emphases, Roberts, relational, existential, relational-existential-emphasis, ethico-socio-political-emphasis, socio-scientific issues, socioscientific issues, SSI, complex socio-scientific issues, science-in-context, knowings, powerful knowings, literacy, critical, critical literacy, critical perspectives, Bildung, eco-reflexive Bildung, global, world, integrative worldview, holism, philosophical perspectives, ethical, socio-ecojustice, intersectionality, indigenous, worldview, indigenous worldviews, embodied, embodied knowledge, relationalism, interconnectedness, interdependence, pluralism, transdisciplinarity, STS, Science and Technology Studies, glocal, action, activism, citizen science, wonder, self as explainer, STEM, STEAM, STEAM education, alternative STEM education, philosophical-moral-existential alternatives
Keywords [sv]
Vision III, kunskapsemfas, kunskapsemfaser, naturvetenskap, naturorienterande ämnen, naturkunskap, naturvetenskap som allmänbildning, bildning, naturvetenskaplig bildning, naturvetenskaplig litteracitet, kunnande, handlingskompetens, agens, samhällsfrågor med naturvetenskapligt innehåll, samhällsfrågor i naturvetenskap, världsmedborgare
National Category
Didactics
Research subject
Science education; Sustainable studies
Identifiers
URN: urn:nbn:se:mau:diva-71892DOI: 10.1080/03057267.2024.2405229ISI: 001347760200001Scopus ID: 2-s2.0-85209199363OAI: oai:DiVA.org:mau-71892DiVA, id: diva2:1910106
2024-11-042024-11-042025-01-21Bibliographically approved