Science Education Futures: “Great Potential. Could Do Better. Needs to Try Harder”

Aubusson, P; Panizzon, D; Corrigan, D

Science Education Futures: “Great Potential. Could Do Better. Needs to Try Harder”

Aubusson, P

Panizzon, D Corrigan, D

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Publication Type:: Journal Article
Citation:: Research in Science Education, 2016, 46 (2), pp. 203 - 221
Issue Date:: 2016-04-01

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Field	Value	Language
dc.contributor.author	Aubusson, P https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Panizzon, D	en_US
dc.contributor.author	Corrigan, D	en_US
dc.date.issued	2016-04-01	en_US
dc.identifier.citation	Research in Science Education, 2016, 46 (2), pp. 203 - 221	en_US
dc.identifier.issn	0157-244X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/90312
dc.description.abstract	© 2016, Springer Science+Business Media Dordrecht. Reviews of science education consistently suggest that there is (another) crisis. They express concern with the status quo and suggest directions that science education might take. In this context, science educators need to consider the current state of play, the needs of generations in a world to come and the characteristics of future science education. The research reported in this paper uses a futures methodology informed by the Delphi technique and scenario thinking. Four science education futures scenarios were constructed over an extended period of consultation. These were particularly influenced by discussion arising from an Australasian Science Education Research Association (ASERA) forum on science education futures. They were presented to a panel of ASERA professors to stimulate consideration of and commentary on the future of science education. The focus in interviews was on identifying and discussing elements of the scenarios that were desirable and likely. Analysis of data indicates divergence on some features of the future and compromise on others. This paper presents the scenarios and findings from interviews with the panel. We highlight key prospects for science education and propose areas for development if we are to produce a future that is designed rather than merely a compromise that arises by default.	en_US
dc.relation.ispartof	Research in Science Education	en_US
dc.relation.isbasedon	10.1007/s11165-016-9521-2	en_US
dc.subject.classification	Education	en_US
dc.title	Science Education Futures: “Great Potential. Could Do Better. Needs to Try Harder”	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	46	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	46	en_US

Abstract:

© 2016, Springer Science+Business Media Dordrecht. Reviews of science education consistently suggest that there is (another) crisis. They express concern with the status quo and suggest directions that science education might take. In this context, science educators need to consider the current state of play, the needs of generations in a world to come and the characteristics of future science education. The research reported in this paper uses a futures methodology informed by the Delphi technique and scenario thinking. Four science education futures scenarios were constructed over an extended period of consultation. These were particularly influenced by discussion arising from an Australasian Science Education Research Association (ASERA) forum on science education futures. They were presented to a panel of ASERA professors to stimulate consideration of and commentary on the future of science education. The focus in interviews was on identifying and discussing elements of the scenarios that were desirable and likely. Analysis of data indicates divergence on some features of the future and compromise on others. This paper presents the scenarios and findings from interviews with the panel. We highlight key prospects for science education and propose areas for development if we are to produce a future that is designed rather than merely a compromise that arises by default.

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http://hdl.handle.net/10453/90312