{"title":"Anthropocene Literacy for Science Education","authors":"Seul-gi Lee, Buhm Soon Park","doi":"10.1007/s11191-024-00541-z","DOIUrl":null,"url":null,"abstract":"<p>No scientific concept in the twenty-first century has garnered more attention from scholars outside the scientific community than the Anthropocene. Despite the official rejection by the geological community in March 2024 of the proposal for an Anthropocene Epoch as a formal unit of the Geological Time Scale, it is expected to remain an invaluable descriptor of human impact on Earth. It is also undeniable that it will continue to inspire vigorous studies not only in geology, ecology, and Earth system science but also in the humanities, social sciences, and the arts. How, then, can the Anthropocene be effectively taught in science classrooms? This paper seeks to underscore the value of teaching this novel yet controversial concept to STEM students and proposes an educational curriculum that addresses both scientific content and social issues. The primary pedagogical object is to foster what we call “Anthropocene literacy,” which comprises three key components: understanding the nature of science through the lens of the Anthropocene, embracing a multidisciplinary approach, and gaining insight into the impact of human activities on the Earth. These components serve as the cornerstone of our proposed educational framework, which aims to equip students with the knowledge and critical thinking skills necessary to comprehend the complexities of the Anthropocene and its implications for our planet.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11191-024-00541-z","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
No scientific concept in the twenty-first century has garnered more attention from scholars outside the scientific community than the Anthropocene. Despite the official rejection by the geological community in March 2024 of the proposal for an Anthropocene Epoch as a formal unit of the Geological Time Scale, it is expected to remain an invaluable descriptor of human impact on Earth. It is also undeniable that it will continue to inspire vigorous studies not only in geology, ecology, and Earth system science but also in the humanities, social sciences, and the arts. How, then, can the Anthropocene be effectively taught in science classrooms? This paper seeks to underscore the value of teaching this novel yet controversial concept to STEM students and proposes an educational curriculum that addresses both scientific content and social issues. The primary pedagogical object is to foster what we call “Anthropocene literacy,” which comprises three key components: understanding the nature of science through the lens of the Anthropocene, embracing a multidisciplinary approach, and gaining insight into the impact of human activities on the Earth. These components serve as the cornerstone of our proposed educational framework, which aims to equip students with the knowledge and critical thinking skills necessary to comprehend the complexities of the Anthropocene and its implications for our planet.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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