The Risk of Risks: a challenge and a dilemma for science and technological education

Cross, Roger T.

doi:10.1080/0263514930110206

Cited by 14 publications

(9 citation statements)

References 18 publications

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“…Ello ha ido acompañado de la valoración de los medios de comunicación como vehículos de denuncia social y de movilización de la opinión pública en temas como el problema de la capa de ozono, las aplicaciones militares de la energía nuclear, los efectos del cambio climático, los alimentos transgénicos, etc. Diversas investigaciones han puesto de manifiesto, efectivamente, que los medios de comunicación sensibilizan a la población sobre la existencia de riesgos y problemas ambientales (Cross, 1993;Riechard y Peterson, 1998;Aguaded, Alanís y Jiménez Pérez, 2000) y en algunos casos se señala que "es por los media que mucha gente adquiere una concienciación y comprensión del ambiente y de las cuestiones ambientales cercanas y lejanas" (Huckle, 1995, p.291).…”

Section: ¿En Qué Medida Están Contribuyendo Los Medios De Comunicacióunclassified

Necesidad de la Transición a la Sostenibilidad: papel de los medios de comunicación en la formación ciudadana

Calero¹,

Vilches

Pérez³

2013

Didáctica De Las Ciencias Experimentales Y Sociales

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Resumen: Los grandes retos a los que se enfrenta hoy la humanidad para lograr la transición a la Sostenibilidad -desde erradicar el hambre y la pobreza extrema a combatir el cambio climático y la pérdida de diversidad biológica y cultural-exigen el pleno desarrollo de la Ciencia de la Sostenibilidad, un nuevo campo de conocimientos interdisciplinar y transdisciplinar, que incorpora a la ciudadanía en sus estudios y toma de decisiones. La formación ciudadana constituye para ello un requisito fundamental: una formación que no puede limitarse a la educación reglada y a la que puede y debe contribuir la prensa y demás medios de comunicación, superando los serios obstáculos que limitan hoy su eficacia.Palabras clave: Situación de emergencia planetaria; Participación ciudadana en la toma de decisiones; Educación no reglada; Ciencia de la Sostenibilidad. Abstract:The serious problems that determine the current situation of planetary emergency -multifaceted environmental pollution, depletion of natural resources, climate change, destruction of biodiversity and hunger and extreme poverty of billions of human beingsare interconnected and cannot be solved by isolating each one: the necessary and urgent transition to sustainable societies demands a new scientific approach, a new Sustainability Science characterized by global interdisciplinary treatment of the situation and by the transdisciplinary incorporation of citizens into research and decision-making. Citizens' education becomes an essential requirement for this purpose: a permanent education that can take advantage of press and other communication media, overcoming the serious obstacles that are hindering their educational efficiency.

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Section: ¿En Qué Medida Están Contribuyendo Los Medios De Comunicacióunclassified

Necesidad de la Transición a la Sostenibilidad: papel de los medios de comunicación en la formación ciudadana

Calero¹,

Vilches

Pérez³

2013

Didáctica De Las Ciencias Experimentales Y Sociales

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“…The technocratic society has as its raison d'&tre the promotion of experts of all kinds. One commonality between controversial issues is the question of risk (Cross, 1993). Judge Bazelon, senior circuit judge in the United States, discussed the problem of risk regulation in connection with democracy and the role of scientific experts (1979), and he claimed the usurping of decision making by experts is a significant risk to democracy.…”

Section: )mentioning

confidence: 99%

“…The removal of speculation through the sanitization and simplification of scientific knowledge has brought, on the one hand, certainty and authority to science teaching, and on the other hand, a misrepresentation of the realities of the processes of science in society. The image that emerges is that of a profession straitjacketed by circumstances and tradition (Cross, 1994).…”

Section: Introductionmentioning

confidence: 99%

Science teachers' social conscience and the role of controversial issues in the teaching of science

Cross

Price

1996

J. Res. Sci. Teach.

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The increasing number and variety of controversial scientific and technological issues with which citizens are confronted has led, in recent years, to calls for a schooling of science which prepares future citizens for participation in resolving such issues. We examined the social conscience of science teachers as it bears on the teaching of controversial issues. The study was conducted by interviewing teachers in two widely different English-speaking locations, Scotland and the United States. The research explores the perceptions of teachers with regard to the teaching of controversial issues, the problem of handling personal value positions when dealing with issues, and the tension that exists between the teaching of controversial issues and traditional value-free science curricula.

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“…The value-tree analysis of offshore oil drilling off the Californian coast was used as an exemplar (von Winterfeld 1987). This was discussed in terms of teaching about nuclear energy and the problem of the biological effects of low-level ionizing radiation and the question of risk (Cross 1993).…”

Section: Physics Educationmentioning

confidence: 99%

Physics teaching, professional development and a socially critical ideology

Cross

Ormiston‐Smith

1996

Journal of Curriculum Studies

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The Risk of Risks: a challenge and a dilemma for science and technological education

Cited by 14 publications

References 18 publications

Necesidad de la Transición a la Sostenibilidad: papel de los medios de comunicación en la formación ciudadana

Necesidad de la Transición a la Sostenibilidad: papel de los medios de comunicación en la formación ciudadana

Science teachers' social conscience and the role of controversial issues in the teaching of science

Physics teaching, professional development and a socially critical ideology

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