Interactive dynamics of imagination in a science classroom

Hilppö, Jaakko; Rajala, Antti; Zittoun, Tania; Kumpulainen, Kristiina; Lipponen, Lasse

doi:10.14786/flr.v4i4.213

Cited by 17 publications

(3 citation statements)

References 15 publications

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“…The future is inherent to the nature of science: modelling and prediction are essential in the epistemology of science (Branchetti et al , 2018; Levrini et al , 2019), and understanding the differences between linear causal models, probabilistic models and complex systems is crucial in making predictions. In addition, creativity and imagination play a key role in both science and its learning (Hilppö et al , 2017).…”

Section: Potential Of Futures Thinking For Science Educationmentioning

confidence: 99%

Facilitating transformative science education through futures thinking

Laherto

Rasa

2022

OTH

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Purpose The aims and pedagogies in the field of science education are evolving because of global sustainability crises. School science is increasingly concerned with responsible agency and value-based transformation. The purpose of this conceptual paper is to argue that perspectives and methods from the field of futures studies are needed to meet the new transformative aims of science education for sustainable development. Design/methodology/approach This paper analyses some contemporary challenges in science education and gives reasons for introducing a futures perspective into science classrooms. The suggestion is illustrated by reviewing some results, published elsewhere, on future-oriented activities trialled within the European Union project “I SEE” and students’ experiences on them. Findings Recent research has shown that future-oriented science learning activities, involving systems thinking, scenario development and backcasting, can let students broaden their futures perceptions, imagine alternatives and navigate uncertainty. Practising futures thinking in the context of contemporary science offers synergies through shared perspectives on uncertainty, probabilities and creative thinking. Originality/value This paper highlights the relevance of the futures field for science education. Future-oriented activities appear as promising tools in science education for fostering sustainability, agency and change. Yet, further work is needed to integrate futures aspects into science curricula. To that end, the paper calls for collaboration between the fields of futures studies and science education.

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Section: Potential Of Futures Thinking For Science Educationmentioning

confidence: 99%

Facilitating transformative science education through futures thinking

Laherto

Rasa

2022

OTH

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“…Imagination also plays an important role in formalized knowledge subsystems. Together with Jakko Hilppö and Antti Rajala, we have thus shown how, during an explanatory classroom discussion on where stones come, children explore possible scenarios using images from fiction -stories or movies, their experiences, or the museum they visited; they start by expanding imagination into implausible direction -stones come from balls of fire in the sky -to more constrained ones -they come from sand on earth -until they find a consensus that seems close to a reasonable answer that is then sanctioned by the teacher (Hilppö et al, 2016).…”

Section: Synthesis Of Questionmentioning

confidence: 99%

A Sociocultural Psychology of the Life Course to Study Human Development

Zittoun¹

2022

Human Development

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This paper presents one line of sociocultural psychology aiming at a better understanding of people’s development in their courses of life, unfolding in changing social and cultural environment. Adopting such a position leads me to three core questions: First, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the sociocultural world upon people’s learning and development, and people’s unique capacities to create and transform these environments? Second, if one adopts such perspective, how do we account for what it that people develop through life, as they move through a plurality of situations? And third, as people learn and develop through life, how can we account for what is unique and personal? To address these questions, I first situate the epistemological assumptions of sociocultural psychology in relation to the works of Piaget and Vygotsky. Second, I present the principles of a sociocultural psychology, and indicate the methodological strategies that I have adopted, together with a large group of colleagues over the years. The main part of the paper constitutes in responding to the three questions I raised. Finally, I propose a tentative synthesis.

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“…Tulevaisuus on sisäänrakennettuna tieteen luonteeseen: mallintaminen ja ennusteiden tekeminen ovat oleellisia luonnontieteen epistemologiassa (Branchetti ym., 2018;Levrini, Tasquier, Branchetti & Barelli, 2019), ja ymmärrys esimerkiksi lineaaristen kausaalimallien, probabilististen mallien ja kompleksisten systeemien mallintamisen eroista on tärkeää puhuttaessa tulevaisuusennusteista. Lisäksi luovuus ja mielikuvitus ovat keskeisessä roolissa sekä tieteessä että sen oppimisessa (Hilppö, Rajala, Zittoun, Kumpulainen & Lipponen, 2017).…”

Section: Perusteluja Luonnontiedeopetuksen Tulevaisuusorientaatiolleunclassified

Luonnontiedekasvatuksen muuttuvat tavoitteet: luonnontieteellisestä lukutaidosta kestävyyskasvatukseen, toimijuuteen ja tulevaisuusajatteluun

Laherto¹

2020

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Globaalit ympäristö- ja kestävyyskriisit muuttavat luonnontiedekasvatuksen tavoitteita, didaktiikkaa ja tutkimusta. Luonnontieteellisen lukutaidon (engl. scientific literacy) merkitys kytketään yhä useammin transformatiiviseen kestävyyskasvatukseen. Siinä ei riitä, että koulussa opitaan luonnontieteen sisältötietoa tai sen käyttämistä arjessa, vaan luonnontiedekasvatuksen pitää lisäksi tukea vastuullista toimijuutta ja arvopohjaista muutosta sekä yksilöissä että yhteiskunnassa. Artikkelissa argumentoidaan, että tulevaisuudentutkimuksen ajattelutapoja hyödyntämällä on mahdollista tukea vaihtoehtojen ja vaikutusmahdollisuuksien näkemistä ja niihin tarttumista. Luonnontieteiden opetus tarjoaa hyvän alustan skenaarioajattelulle, tulevaisuuden epävarmuuden kohtaamiselle ja uudistavan toimijuusorientaation rakentamiselle. Ehdotuksia konkretisoidaan esittelemällä I SEE -projektissa kehitettyä tulevaisuusorientoitunutta luonnontiedeopetusta. Lopuksi pohditaan ehdotusten ajankohtaista merkitystä kestävyysongelmien ja COVID19-pandemiankin aikoina. Changing Goals of Science Education: From Scientific Literacy to Education for Sustainable Development, Agency, and Futures thinking Abstract Global sustainability crises are changing the aims, pedagogies and research in science education. The field is increasingly oriented towards transformative education for sustainable development. School science should now support responsible agency and value-based transformation. This article argues that the thinking in the field of Futures Studies can help students to see alternative futures and take action. Science education provides excellent opportunities for scenario building activities, addressing the uncertainty, and shaping transformative agentic orientations. Future-oriented activities developed in the I SEE project are presented as an example. The suggestions are discussed with relation to the topical sustainability crises and the COVID19 pandemic. Keywords: science education, education for sustainable development, futures thinking, agency

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Interactive dynamics of imagination in a science classroom

Cited by 17 publications

References 15 publications

Facilitating transformative science education through futures thinking

Facilitating transformative science education through futures thinking

A Sociocultural Psychology of the Life Course to Study Human Development

Luonnontiedekasvatuksen muuttuvat tavoitteet: luonnontieteellisestä lukutaidosta kestävyyskasvatukseen, toimijuuteen ja tulevaisuusajatteluun

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