Teaching-Learning Strategies for Science Education through the Lens of Complex Problems in Contexts of Risk and Uncertainty
DOI:
https://doi.org/10.25749/sis.38063Keywords:
reflexive modernity, globalization, wicked problems, manufactured risks, science teachingAbstract
In this text, we undertake a theoretical reflection in an attempt to explore ways of rethinking science education for risk in a society where threats are distributed in a non-exclusive way. To this end, we begin with the notions of modern-reflective science education, complexity and globalization, and then discuss some teaching-learning strategies. Organized into groups, we argue that these strategies, in their didactic-pedagogical dimensions for science and technology education, should prepare students to tackle complex problems in scenarios close to contemporary dynamics. For each group, we point out a series of educational and research resources aimed at providing tools to act in a world in constant transformation, marked by conflicts, wars, inequalities, pandemics, fake news, denialism, and increasingly urgent techno-scientific and socio-environmental challenges. Finally, we emphasize the need to promote the development of critical, creative and reflective perspectives, in which the understanding of scientific knowledge is articulated with the richness of other ways of knowing.
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