2019
DOI: 10.1186/s43031-019-0014-9
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Science|Environment|Health – the emergence of a new pedagogy of complex living systems

Abstract: Science|Environment|Health (S|E|H) is an emerging science pedagogy for complex living systems. The name highlights a situation of mutual benefit between science education, environmental education and health education. The paper discusses a range of topics from the curriculum-focused origin of the S|E|H movement to the issues that concern S|E|H researchers today. These include, among others, the role of scientific knowledge in S|E|H decision making, medicine education as a paradigmatic example of S|E|H, complex… Show more

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Cited by 22 publications
(25 citation statements)
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“…Microbiology offers a useful perspective and contributes to real-life contexts for SSI teaching and learning. Topics relevant to health and environmental education are tied together, and a significant challenge of the 21st century is negotiated ( Fensham, 2012 ; Zeyer and Dillon, 2019 ). Concerning the case-based data reported, this work supports the assumption that our SSI-embedded role-playing classroom setting is well suited to support students in acquiring scientific knowledge about antibiotics and ABR and the complex interplay of social dimensions.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Microbiology offers a useful perspective and contributes to real-life contexts for SSI teaching and learning. Topics relevant to health and environmental education are tied together, and a significant challenge of the 21st century is negotiated ( Fensham, 2012 ; Zeyer and Dillon, 2019 ). Concerning the case-based data reported, this work supports the assumption that our SSI-embedded role-playing classroom setting is well suited to support students in acquiring scientific knowledge about antibiotics and ABR and the complex interplay of social dimensions.…”
Section: Discussionmentioning
confidence: 99%
“…Science education and practice aim to support society in acquiring skills that enable citizens to make well-informed decisions and form evidence-based opinions on current societal challenges ( Dawson and Venville, 2010 ; Osborne, 2010 ). Antimicrobial resistance (AMR) is a pressing and capacious problem in the field of Science|Environment|Health pedagogy ( Zeyer and Dillon, 2019 ). In the coming years, this significant public health issue will progressively gain importance for both public discourse as well as science teaching because of its potential to affect humankind’s personal, social, and global patterns of behavior ( Fensham, 2012 ).…”
Section: Introductionmentioning
confidence: 99%
“…We believe that now is the time for all members of the science education community to withdraw from any involvement in PISA. More importantly, we believe that the science curriculum should be reoriented towards a science|environment|health perspective as advocated by Zeyer and Dillon (2019) and others.…”
Section: How Well Has the Science Curriculum Prepared The World's Pubmentioning
confidence: 96%
“…Con las respuestas obtenidas en la pregunta de cierre, tenemos algunos indicios de que los participantes reconocen su dificultad para cumplimentar algunas cuestiones referidas a los conocimientos, a la vez que aquellas vinculadas a las emociones, actitudes y comportamientos les hacen reflexionar sobre su propia práctica. Esto nos hace pensar y confirmar la idea del valor reflexivo que pueden tener también este tipo de instrumentos al incluirlos en los procesos formativos y, especialmente, en los relacionados con la formación de los docentes que se encargarán de educar a las generaciones venideras (Cebrián y Junyent, 2014) y de reorientar el aprender a enseñar ciencias en aprender a enseñar una ciencia adecuada para la ALFAM (Zeyer y Dillon, 2019). Fomentar una adecuada alfabetización ambiental de los estudiantes no es posible si no se cuenta con docentes formados y comprometidos, tanto en su ámbito personal como en su práctica profesional, de ahí la relevancia de incluir procesos de ALFAM en los planes de estudio centrados en la formación inicial del profesorado.…”
Section: Conclusiones Y Limitacionesunclassified