Undermining Neo-liberal Orthodoxies in School Science: Telling the Story of Aluminium

Levinson, Ralph

doi:10.1007/978-94-007-4360-1_21

Cited by 8 publications

(9 citation statements)

References 22 publications

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“…This exposes problematic links between production and consumption. There are other examples that lend themselves through inquiry to exposing these deeper questions, for example, the production and consumption of aluminium (Levinson, 2009(Levinson, , 2014 and the mining of coltan, the raw material used in creating microchips for mobile phones (Lalji, 2007). Again, we used some of these examples with the PSTs as we supported their development of design skills for taking an 'it matters' approach to teaching and learning in school science.…”

Section: Catalytic Clothing: Living Sustainably In Action?mentioning

confidence: 99%

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

Amos¹,

Levinson²

2019

int j develop educ gobal learn

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Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.

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Section: Catalytic Clothing: Living Sustainably In Action?mentioning

confidence: 99%

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

Amos¹,

Levinson²

2019

int j develop educ gobal learn

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“…Aluminum metal is generated in the smelter by electrolyzing pure alumina dissolved in the mineral cryolite. There are interesting stories to be told about extracting and utilizing cryolite (Levinson 2014) but the focus here is on the electricity generation for the smelter.…”

Section: Electrolysismentioning

confidence: 99%

Teaching SSIs: An Epistemology Based on Social Justice Through the Meta Theory of Critical Realism

Levinson

2022

Learning Sciences for Higher Education

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Teaching socioscientific issues presupposes integrating normative concepts with descriptive facts. Historically this has proved problematic firstly because science public examinations tend to focus on factual explanations, and secondly, facts are often treated separately from value-oriented knowledge. Critical Realism is based on explaining real open systems through the use of causal powers, tendencies of bodies to act under actuating circumstances, and emergent structures so that events can be explained through a range of interacting causes: physico-chemical, biological, socio-psychological, politico-economic. The manufacture of aluminum is discussed through a critical realist perspective and it is suggested that both production and consumption, and an awareness of social justice, are central to understanding SSIs.

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“…One response to the STEM hegemony is to emphasize the links between science and education and activism (Hodson, 2010;Bencze & Carter 2011), an approach to which I am sympathetic. I have written about how closely the scientific principles of the production of materials for a consumer society are interwoven with the economic ruthlessness which provides cheap goods for the market at the expense of those, unseen and marginalised, who source the raw materials for processing (Levinson, 2014). Activist approaches, however, risk buttressing the rationale for STEM because they are the other side of the instrumental coin.…”

Section: Towards a Transformationmentioning

confidence: 99%

I Know What I Want to Teach but How Can I Know What They Are Going to Learn?

Levinson¹

2018

Critical Issues and Bold Visions for Science Education

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Undermining Neo-liberal Orthodoxies in School Science: Telling the Story of Aluminium

Cited by 8 publications

References 22 publications

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

Teaching SSIs: An Epistemology Based on Social Justice Through the Meta Theory of Critical Realism

I Know What I Want to Teach but How Can I Know What They Are Going to Learn?

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