Empowering teachers to bring authenticity and responsive action into the science classroom
ISSN: 0036-6811
Année de publication: 2018
Titre de la publication: Science with and for society
Volumen: 100
Número: 371
Pages: 40-45
Type: Article
D'autres publications dans: School Science Review
Résumé
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.