Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students' values discourse, fostering students' analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers' planning and students' futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4-12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed.

No abstract

This article describes, discusses and reflects on a teaching and learning experiment in a first year BA course. Students were led out of the lecture room to a different space, the New Place Theatre. While this move out of the usual teaching space was appropriate for the text being studied, William Shakespeare's The Tempest, the strategy aimed to develop students' grasp of a critical concept we had identified as troublesome to students who had encountered it in the past: subjective interpretation. For us the concept of subjective interpretation shared the transformative and integrative, as well as the troublesome, characteristics of 'threshold concepts'. According to threshold concept theory, threshold concepts are critical points where students may get 'stuck' before making 'learning leaps' as they journey towards a 'new conceptual space and enter . . . a postliminal state in which both the learner and the learning are transformed' (Land et al., 2010: ix). Students first participated in a collective exercise, creating the storm which opens the play through movement and vocalisation, and were then invited to intervene in a performance of the opening act, supporting the characters with whom they sympathised. Student feedback confirmed that this teaching strategy not only assisted them to grasp the concept of subjective interpretation, but also promoted transformative shifts in understanding through their active learning. A key factor in the resulting student engagement was movement to a different physical space, and a fresh, creative learning place.

No abstract

This paper reports and reflects on a collaborative and multi-layered action enquiry project in the New Zealand polytechnic sector. In the context of widespread national professional development centred on adult literacy and numeracy teaching and learning in vocational educational institutions, an action enquiry methodology was piloted with vocational tutors in certificate and diploma programmes at nine polytechnics and institutes of technology. Most participating tutors had not previously carried out formal research, and few had worked with university researchers as external change agents before. A key aim of the overarching project was to investigate the effects and value of an action enquiry approach for embedding literacy and numeracy in vocational programmes. Reflection emerged as an important component in both the individual action enquiries undertaken by participating small teams and the meta-action enquiry project overlaying all of the projects. We conclude by considering the external agent role in building collaborative enquiry and relationships.