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001438831 0247_ $$a10.1007/978-3-030-74266-9$$2doi
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001438831 24500 $$aAddressing wicked problems through science education :$$bthe role of out-of experiences /$$cMarianne Achiam, Justin Dillon, Melissa Glackin, editors.
001438831 260__ $$aCham, Switzerland :$$bSpringer,$$c2021.
001438831 300__ $$a1 online resource
001438831 336__ $$atext$$btxt$$2rdacontent
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001438831 4901_ $$aContributions from Science Education Research ;$$vv. 8
001438831 5050_ $$aIntro -- Foreword -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- Chapter 1: The Role of Out-of-School Science Education in Addressing Wicked Problems: An Introduction -- On Genealogy -- On Science, the Environment and the Public -- On Wicked Problems -- On Purpose -- On the Challenge to Science Educators and Their Institutions -- On Structure and Content -- On Process -- References -- Chapter 2: Co-Designing a Controversy-Based Educational Programme in a Science Centre -- Introduction -- Literature Review -- Controversial Issues and Wicked Problems
001438831 5058_ $$aScience Centres and Controversial Issues -- Collaborative Research -- Case Description: Co-Designing a Controversy-Based Educational Programme -- The Co-Design Process -- Data Collection and Analysis -- Analysis -- The Design Criteria Phase: Negotiating Our Understanding on Controversial Issues -- Creating a Common Language on Controversial Issues Through Visualisations -- A Raised Awareness on Controversy-Based Learning -- Idea-Generation Phase: Dealing with the Wickedness of Ebola -- The Magnified Complexity of Co-Design
001438831 5058_ $$aConcretization Phase: Landing a Final Controversy-Based Educational Design -- The Breakdown: Creating or Reflecting on Controversy-Based Learning -- Finalizing the Controversy-Based Design -- Discussion -- References -- Chapter 3: Addressing Health in Out-of-School Science Experiences -- The Science Centre as Setting for Out-of-School Health Education -- The PULSE Project -- Participatory Design as an Approach to Generate Participation -- Co-designing the PULSE Exhibition -- The Front-End Study -- Workshop 1: Design Game Set-up -- Workshop 2: Narrowing Down -- Workshop 3: Testing
001438831 5058_ $$aThe PULSE-Plaza Exhibition -- Discussion -- Addressing Health -- Research Versus Practice Knowledge -- Summary -- References -- Chapter 4: Connecting Museum Visitors to Nature Through Dioramas -- Biodiversity Loss and the Role of Natural History Museums -- Biodiversity Loss as a Wicked Problem -- Halting Biodiversity Loss -- Nature Experiences to Facilitate Nature Connectedness -- Nature Experiences Through Natural History Dioramas: A Visitor Study -- Museum Visitors' Awareness of Biodiversity and Their Connection to Nature -- References
001438831 5058_ $$aChapter 5: Family Interactions with Biodiversity in a Natural History Museum -- Introduction -- Defining ANT, Biodiversity Knowledge and Family Learning -- Museum für Naturkunde Berlin -- Theoretical Framework -- Wicked Problem: Biodiversity Loss -- Family Learning -- Methodology -- Setting -- Participants -- Data Collection -- Data Analysis -- Results -- Primary Actor -- Interessement and Enrolment -- Mobilisation -- Boundary Object -- Discussion -- Conclusion -- References -- Chapter 6: Real-World Problem: Connecting Socio-Scientific Contexts and Dioramas -- Introduction
001438831 506__ $$aAccess limited to authorized users.
001438831 520__ $$aThis book discusses a number of ways in which out-of-school science education can uniquely engage learners with wicked global problems such as biodiversity loss and climate change. The idea for the volume originated in discussions among members of the ESERA special interest group on "Science Education in Out-of-School contexts". It emerged from these discussions that out-of-school institutions and experiences offer opportunities for critical engagement in wicked problems that go far beyond what is possible solely in the science classroom. The book opens with a principled discussion of the nature of wicked problems and what addressing them involves. This introduction clarifies key terms and ideas to create a coherent backdrop for the rest of the book. Subsequent chapters discuss the challenges of designing educational experiences to address wicked problems, as well as the teaching and learning that takes place. The authors offer perspectives across a range of out-of-school environments such as science centres, natural history museums, botanical gardens, geological sites, and local communities. The book concludes with a chapter that synthesises the findings from the various contributions and points to the messages for educators. Finally, the editors outline an exciting research agenda to build knowledge of education addressing wicked problems. The intended audience of the book includes teachers, educators/facilitators, teacher educators, curriculum developers, and early career researchers as well as established researchers
001438831 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed August 25, 2021).
001438831 650_0 $$aScience$$xStudy and teaching.
001438831 650_6 $$aSciences$$xÉtude et enseignement.
001438831 655_0 $$aElectronic books.
001438831 7001_ $$aAchiam, Marianne.
001438831 7001_ $$aDillon, Justin.
001438831 7001_ $$aGlackin, Melissa.
001438831 77608 $$iPrint version:$$tAddressing wicked problems through science education.$$dCham, Switzerland : Springer, 2021$$z3030742652$$z9783030742652$$w(OCoLC)1242465609
001438831 830_0 $$aContributions from science education research ;$$vv. 8.
001438831 852__ $$bebk
001438831 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-74266-9$$zOnline Access$$91397441.1
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