Development of Teaching Materials Using Participatory Technology Assessment : A Scenario Workshop on the New Organ Transplant Bill

Uchida, Takashi; Fukui, Tomonori

doi:10.11639/sjst.kj00009846804

Cited by 1 publication

(3 citation statements)

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“…By comparing the aftermath of the nuclear disaster with the benefits and challenges of renewable energy sources, students critically assess different energy strategies. This comparative analysis (as exemplified in Uchida, 2015) deepens understanding of the far-reaching consequences of decisions in the energy sector, underlining the need for careful evaluation and informed decision-making.…”

Section: Planning: Renewable Energymentioning

confidence: 99%

“…Collaborating within the same project, Laherto and Rasa in Finland (2022) brought to light the societal and ethical dimensions of emerging technologies. In Japan, particularly in the aftermath of the 2011 disaster, Uchida (2015) emphasized the critical role of scenario workshops in proactive engagement with future energy challenges. This array of diverse and global initiatives highlights the crucial importance of Futures Thinking in advancing and enriching science education.…”

Section: Role Of Student Textbook In Fostering Futures Thinkingmentioning

confidence: 99%

“…Each method expands students' thinking, balancing hope, practicality, dreams, and data, while enhancing cognitive and emotional skills. An exemplary application of these methods is observed in Uchida's (2015) lesson on future energy options post-earthquake nuclear meltdown. The Scenario Method prompted students to consider different energy futures, enhancing critical thinking and adaptability.…”

Section: Picturing the Futurementioning

confidence: 99%

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Futures Thinking in Middle School Science Textbooks

Fiel'ardh

2024

NJCIE

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This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.

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Section: Planning: Renewable Energymentioning

confidence: 99%

Section: Role Of Student Textbook In Fostering Futures Thinkingmentioning

confidence: 99%

Section: Picturing the Futurementioning

confidence: 99%

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