| CODE | EDU5892 | ||||||
| TITLE | Science and Society | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Faculty of Education | ||||||
| DESCRIPTION | This study-unit will look at the social aspect of science in society as well as the implications to science education. Science today forms part of everyday life and every person should possess scientific literacy. In addition, with the development of media, scientists' work and research is often dissemination on TV and other means. The implications of this is that citizens need to be equipped with the necessary scientific literacy to understand, even in a basic way what scientists are doing, and the implications of their work with respect to ethics as well as to technological advancement. In addition, there is also the need to have a supply of scientists. Research shows that students in developed countries appreciate science but are not really interested in taking science careers. The image of science and scientists play a role in influencing students on whether they decide to take on a science career or not. The study-unit will tackle topics which are related to science and its role in society. Topics to be tackled include: Scientific Literacy Technology in today’s world has become a part of everyday life and this requires that normal citizens understand some basic concepts as well as hold certain attitudes and values. The meaning of scientific literacy and the work done in the area will be reviewed. Scientific Awareness The concept of scientific awareness in relation to scientific literacy is also discussed. Science and citizenship This part will look at the different aspects of science and focus on the role of attitudes and values in science, tackling the need to education students for citizenship; Science Enterprise and economic growth Science activity is important for the development of technology. Attracting students to science and the reasons for which a number of students are pushed away from science is tackled; A relevant science education In attracting more students to science, it is important to have a more relevant science education. The ROSE project which sheds information about what students in different countries find interesting and relevant, as well as other work on student attitudes towards science are included A multicultural science education The science curriculum taught in schools is often insensitive to other cultures different from the European culture. Literature on how curricula can be more sensitive di diverse cultures is discussed. The image of scientist The image which people hold of scientists has been a topic of research interest for some time. The scientist is often considered as a white male in mid 30s, wearing a laboratory coat, having specs and working away alone in the laboratory. A review of research with students of different ages will be done and the implications to classroom teaching included. The scientist in the media Scientists often are encountered in films or on T.V. as well as in cartoons. Such roles send out messages about the image and work of scientists. Work done related to this area will be discussed as well as how such stereotypes can be tackled within the classroom setting. Communicating Science to different audiences Scientists in today's world have to speak to different audiences, and thus need to learn to consider their audience in their written and oral presentations. The role of scientists today and how science students need to learn how to write for different audiences is discussed. Informal learning and adult education in Science There are many forms of informal and non-formal learning through which adults come across and learn about science concepts and the nature of science. This type of learning is gaining more and more recognition for adults as well as in the case of students at compulsory level. The role of informal and non-formal learning and its contribution to learning science are considered. Science Museums There is recognition that Science Museums provide a contribution to learning in science to students as well as to adults. Research on how visitors interact with exhibits show that museums can contribute effectively to science education outside a formal educational context. Study-unit Aims: This study-unit aims to generally: - introduce students to the main issues related to science and society (scientific literacy, image of science and scientists, scientists in the media, science and citizenship, informal and non-formal learning of science, science and career choice, and multicultural issues); -familiarise students with recent literature with respect to these issues; Specifically, it aims to: - highlight the importance of and discuss the meaning of scientific literacy for all members of society; - raise awareness of the role of scientists in technological advancement; - emphasise the ethical issues related to scientific enterprise and the role of citizens; - sensitise students to the images of science and scientists in the media and the impact on student career choices; - consider the nature of science and how this can be incorporated in the school curriculum - discuss multicultural issues related to science education; - highlight the contribution which informal and non-formal learning can make to scientific literacy; - review research about students' interested in different areas of science and its impact on science curricula; - make students aware of main arguments and initiatives by the European Commission in its vision for Europe; - study the contribution which science museums make to the education of citizens in science. - discuss the impact of science on the daily lives of citizens. - discuss the importance of scientific literacy and the use of science for enterprise and economic growth. - assess the impact of the media and society on the image of science and scientists. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe the main definitions of scientific literacy, and the main arguments by major academics of what a scientific person should be able to do and know; - define and discuss scientific awareness and the difference of scientific awareness from scientific literacy; - describe the main image of science and scientists held by children and students of different ages identified in research; - identify the different images of scientists presented in the media and the impact which these have on the way students view scientists and their work; - relate the role that science has on citizenship, and how citizens can express their opinions with respect to governance of situations with a scientific context; - identify examples of informal and non-formal learning in science for persons of different ages; - describe the main factors which relate the role of science in society to students' career choice; - describe what research has shown on how much students across the world appreciate of role of science in society, and which areas of study they find most interesting; - identify the main multicultural issues in science education; and - describe the type of activities and contribution science museums provide to scientific literacy. 2. Skills: By the end of the study-unit the student will be able to: - identify the main issues in science education literature with respect to: scientific literacy, scientific awareness, image of science and scientists, scientists in the media, science and citizenship, informal and non-formal learning of science, science and career choice, multicultural issues, and science museums; - identify major publications published in the last ten years with respect to these issues; - read and discuss critically publications in journals and books related to these issues; - discuss critically each of these issues both in a general and local context; - build an argument related to any one of these issues with reference and backing of relevant literature. Main Text/s and any supplementary readings: (availability at the Library or otherwise is indicated against each entry) - Aikenhead G., (2001), Science Communication with the Public: A cross-cultural event, in Bryant C., Gore,M., & Stock L., (eds.), Science Communication in Theory and Practice, The Netherlands:Kluwer Academic. - Aikenhead, G., (2002), Whose Scientific Knowledge? The Colonizer and the Colonized, in Roth W.M. & Desautels J., (eds.), Science Education as/for Sociopolitical Action, Peter Lang, p151-66. - Albe, V., (2008), Students’ positions and Considerations of socio-evidence about a controversial socioeconomic issue, Science and Education, 17, 805-827. - Buldu M., (2006), Young Children’s perceptions of Scientists: A preliminary study: Educational Research, Vol. 48, No. 1, 121-132. - Develaki, M., (2008), Social and Ethical dimensions of the Natural Sciences: complex problems of the age, interdisciplinary, and the contribution of education, Science and Education, 17, 873-888. - Finson K., (2002), Drawing a Scientist: What we do and do not know after 50 years of drawings, School Science and Mathematics, Nov. 2002. - Hodson D., (2006), What is Scientific Literacy and why do we need it?, available online at http://www.mun.ca/educ/faculty/mwatch/fall05/hodson.htm. - Kolsto S., (2008), Science Education for Democtratic citizenship through the use of History of Science, Science and Education, 17, 977-997. - Linder C., Ostman L., Wickman P., (eds.), (2007), Promoting Scientific Literacy: Science Education Research in Transaction, Proceedings of the Linneaus Tercentenary Symposium held at Uppsala University, Uppsala, Sweden, May 28-29, 2007. - Matthews B., (1996), Drawing Scientists, Gender and Education, Vol. 8, No. 2, 231-243. - Buldu M., (2006), Young Children’s perceptions of Scientists: A preliminary study: Educational Research, Vol. 48, No. 1, 121-132. - Finson K., (2002), Drawing a Scientist: What we do and do not know after 50 years of drawings, School Science and Mathematics, Nov. 2002. - Jenkins, E.W. (2006) The Student Voice and School Science Education, Studies in Science Education, 42, 49-88. - Jenkins, E.W. (2006) Student opinion in England about science and technology. Research in Science & Technological Education 24(1), 59–68. - Matthews B., (1996), Drawing Scientists, Gender and Education, Vol. 8, No. 2, 231-243. - Osborne J., Dillon, J., (2008), Science Education in Europe: Critical Reflections: A report to the Nuffield Foundation, United Kingdom: King’s College London. - Rocard, M., Csermely P., Jorde D., Lenzen D., Walberg-Henriksson, H., Hemme V., (2007), Science Education now: A renewed Pedagogy for the Future of Europe, Brussels: European Commission. - Schreiner, Camilla & Sjøberg, Svein. (2007), Science education and youth's identity construction - two incompatible projects? In D. Corrigan, Dillon, J. & Gunstone, R. (Eds.), The Re-emergence of Values in the Science Curriculum. Rotterdam: Sense Publishers. - Scibeci R.,(2006), Student Images of Science: What are they, Do they Matter?, Teaching Science, Vol. 52, No. 2. - Sjoberg, S., & Schreiner C., (2005), How do Learners in different cultures relate to Science and technology?, Asia-Pacifici Forum on science Learning and Teaching, Vol. 6, Issue 2, 1-17. - Steinke, J., (2005), Cultural Representations of Gender and Science: Portrayals of Female Scientists and Engineers in Popular Films, Science Communication, Vol. 27, No.1 27-63. - Zeidler D., & Sadler, T., (2008), Social and Ethical Issues in Science Education: A prelude to Action, Science and Education, 17, 799-803. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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| LECTURER/S | Suzanne Gatt |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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