Understanding the Challenges of Science Education in the 21^st Century: New Opportunities for Scientific Literacy

Abstract

This essay examines the challenges of science education in the 21 st century with regard to social, cultural, economic, political and pedagogical issues impacting and influencing instructional methodology and understanding of the role of science education as it affects individual, social organizational and societal progress and functions. Drawing upon some strong practical, philosophical, and pedagogical-methodological and theoretical ideas and propositions from Hodson, as espoused in his book Looking to the Future: Building a Curriculum for Social Activism, the author essentially responds to this extremely rich scholarly volume in scientific literacy, philosophy, and history by supporting Hodson's advocacy of an action-oriented and issues-based curriculum as the key to renewing and activating scientific literacy to increase students' performance and national competitiveness in the global economy. The author extricates from literature, not only strong rationale for the renewal and transformational of science education in terms of perspective and approach, but also takes a critical approach in examining some of Hodson's contentions regarding strategies in confronting socioscientifc issues as major pathways to the teaching and learning of science. The author examines problems, challenges, and the new opportunities that have emerged and are emerging in contemporary environmental, social, cultural and political contexts for science education to experience transformation in several ways: as a field of study, as an applied body of knowledge, as a way of living and as a competitive tool and strategy important to national goals and posterity.

Using Transformative Learning Theory to Explore the Mechanisms of Citizen Participation for Environmental Education on the Removal of Invasive Species: The Case of Green Island, Taiwan

“…The application of scientific knowledge in taking practical action is the key to science education in the twenty-first century (Coll, Lay, & Taylor, 2008;Kuo & Perng, 2016;McFarlane, 2013). However, before taking practical action, the correct views must be established (Özdemir & Clark, 2007;Zhou, 2010); therefore, adults who are no longer enrolled in school must continuously revise their views based on the progress of science and create a new relationship with society and the environment.…”

Limiting Factors Influencing Implementation of SMASSE(ASEIandPDSI) Instructional Strategies in Teaching Biology in Secondary Schools in Kakamega North Sub County, Kenya

“…Hudson"s advocacy of an action-oriented and issues-based curriculum is proposed [8] as the key to renewing and activating scientific literacy to increase students" performance and national competitiveness in the global economy. He opines that not only is there strong rationale for the renewal and transformational of science education in terms of perspective and approach, but also takes a critical approach in examining some of Hudson"s (2011) [64] contentions regarding strategies in confronting socio scientific issues as major pathways to the teaching and learning of science.…”

Exploring Students’ Acquisition of Manipulative Skills during Science Practical Work

“…Nevertheless, science education faces a great challenge. Recent international studies have shown that engagement with school science and motivation to choose science related career among secondary school students are alarming, as students actively reject science related career as a future career option (Kudenko & Gras-Velázquez, 2016;McFarlane, 2013;Van Griethuijsen et al, 2015). According to Gilbert and Justi (2016) evidence of students' lack of engagement in science classes is used to support widespread dissatisfaction regarding students' levels of attainment in international studies and with their disinclination to continue to study science related discipline in higher education institutions.…”

“…Hasni and Potvin, 2015;McFarlane, 2013;Schwichow, Zimmerman, Croker & Härtig, 2016) have shown that secondary school students prefer teaching methods in which they can play an active role in "doing" science such as collecting scientific data through observation and experimentation. According to McFarlane (2013), in order to enhance students' interest in learning science subjects, there is a need for a more involved and activity-based practical approach that provides students with opportunities to engage with science, as science subject has long been taught and learned as a mono-methodological branch of knowledge (McFarlane, 2013). This attitude needs to change through the practice of embracing more student-centered approaches in science learning.…”