Empowering teachers to bring authenticity and responsive action into the science classroom
ISSN: 0036-6811
Year of publication: 2018
Issue Title: Science with and for society
Volume: 100
Issue: 371
Pages: 40-45
Type: Article
More publications in: School Science Review
Abstract
The challenges of contemporary society require pupils to make informed decisions and take responsible actions on problems related to science and technology. This work provides guidelines to support teachers in the design of learning scenarios that enable achievement of these goals. Two classroom examples based on contemporary news events explain how teachers carried out an inquiry for themselves on a particular socio-scientific issue and took responsive actions through open discussion.