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Science Education: Past Crises, Potential Futures

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Uncertainty in Teacher Education Futures

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Abstract

This chapter examines science education futures to explore the ways in which a specific discipline area seeks to shape its future(s). It first outlines some underlying challenges in present and past science education and describes the way in which experts have proposed ideal or better ways to go about science education. The work reported here draws on data from Australia but is located in an international context. The chapter describes an extended research and consultation process undertaken to explore alternative science education futures with experts. A series of education futures are described ranging from relatively radical to relatively conservative forms of science education and an attempt to come to consensus on a science education future is elaborated. The chapter concludes with discussion of the implications of the work for teacher education and for education futures research.

This chapter is adapted from: Aubusson, P., Panizzon, D., & Corrigan, D. (2016). Science education futures: ‘Great potential. Could do better. Needs to try harder’, Research in Science Education, 46(2), 203–221.

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Authors and Affiliations

  1. STEM Education Futures Research Centre, University of Technology Sydney, Broadway, New South Wales, Australia

    Sandy Schuck

  2. STEM Education Futures Research Centre, University of Technology Sydney, Broadway, New South Wales, Australia

    Peter Aubusson

  3. Faculty of Arts, Culture and Education, University of Hull, Yorkshire, United Kingdom

    Kevin Burden

  4. Faculty of Education, University of Cambridge, Cambridge, United Kingdom

    Sue Brindley

Authors
  1. Sandy Schuck
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  2. Peter Aubusson
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  3. Kevin Burden
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  4. Sue Brindley
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Correspondence to Sandy Schuck .

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Schuck, S., Aubusson, P., Burden, K., Brindley, S. (2018). Science Education: Past Crises, Potential Futures. In: Uncertainty in Teacher Education Futures. Springer, Singapore. https://doi.org/10.1007/978-981-10-8246-7_12

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  • DOI: https://doi.org/10.1007/978-981-10-8246-7_12

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  • Online ISBN: 978-981-10-8246-7

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