Unpredictability and uncertainty ... how can science education inspire young people to act for citizenship?
2020 will be remembered as the pandemic year. I prefer to remember it as the year of collaboration between science, technology, economics and politics to produce a successful vaccine against the corona virus. This was made possible by a synergy of efforts with the use of knowledge from various sources and areas. More than knowing, it is important what we do with that knowledge.
The concepts of Collaboration and Interdisciplinarity have guided this effort to overcoming complex problems. Climate change, loss of biodiversity, or pandemics are already present. Although we can not preview the future, the critical analysis of reality, based on events in the past and supported by scientific and technological advances, can constitute an important exercise on an unpredictable, uncertain future that affects all of humanity. That makes us all responsible. How can we, as science educators, prepare our young people to act as informed and responsible citizens?
I will present three examples of science education for citizenship focusing on collaboration and interdisciplinarity. The first example is a project (EEAGrants - Direção Geral da Política do Mar) aimed at the creation and use of a mobile application on the Portuguese Discoveries Roadmap (Faria, at al, 2019) addressed to primary school children. The second example is the PhD in Sciences for sustainability, from the University of Lisbon (Galvão et al, 2020) with a philosophy of colaboration and interdisciplinarity in the organization of PhD sessions. The third is based on the Cost Action on citizen science (Roche et al, 2020) to identify the challenges and opportunities that may arise when citizen science and education are brought together through project collaboration, networks, research, and practice. These three examples will allow me to discuss the importance of the dialogue of different areas of knowledge to contribute intelligently to scientific citizenship.
Faria, C.; Guilherme, E.; Pintassilgo, J.; Morgado, M.J.; Pinho, A.S.; Baptista, M.; Chagas, I. & Galvão, C. (2019). The Portuguese Maritime Discoveries: the exploration of the history of a city with an App as an educational resource. Digital Education Review. Number 36, December 2019- http://greav.ub.edu/der/
Galvão, C., Faria, C., Viegas, W., Branco, A. and Goulão, L. (2020), "Inquiry in higher education for sustainable development: Crossing disciplinary knowledge boundaries", International Journal of Sustainability in Higher Education
. Vol. ahead-of-print https://doi.org/10.1108/IJSHE-02-2020-0068
Roche, J., Bell, L., Galvão, C., Golumbic, Y. N., Kloetzer, L., Knoben, N., Laakso, M., Lorke, J., Mannion, G., Massetti, L., Mauchline, A., Pata, K., Ruck, A., Taraba, P., & Winter, S. (2020). Citizen Science, Education, and Learning: Challenges and Opportunities. Frontiers in Sociology
, 5(613814), 1-10. Doi: 10.3389/fsoc.2020.613814