Abstract
This chapter, the last in the book, builds upon the preceding 16 chapters by taking a closer look at the place of science education looking ahead for 50 years. It examines futurology in terms of what is likely to continue, what is likely to change and what is novel. This chapter adopts a composite model by mirroring the views of some veteran science educators with respect to how science education may best impact on, and be impacted upon by the dynamics of, a future world. With an economic outlook in 2065 projected as a remarkable improvement on the present, science education is envisaged to be pivotal in the realignment of economies. This should be enabled by dynamic changes in technology, curriculum, pedagogy, teacher preparation, careers in and through science, science education research, citizenship and sustainability issues. It is envisaged, for instance, that the future world science classroom will be a cocktail of alternatives, providing ample opportunity for students and teachers to make choices on what, how and when to learn, thus resulting in a grand change in the role of the teacher and the responsibility of the learner as we currently know it. In providing a befitting end to the book, the chapter calls on all stakeholders to work assiduously towards an anticipated blossoming science education programme in a future world.
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Akpan, B. (2017). Science Education in a Future World. In: Akpan, B. (eds) Science Education: A Global Perspective . Springer, Cham. https://doi.org/10.1007/978-3-319-32351-0_17
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