The Role of Out-of-School Science Education in Addressing Wicked Problems: An Introduction

TY - CHAP

T1 - The Role of Out-of-School Science Education in Addressing Wicked Problems

T2 - An Introduction

AU - Dillon, Justin

AU - Achiam, Marianne

AU - Glackin, Melissa

N1 - Publisher Copyright: © 2021, Springer Nature Switzerland AG.

PY - 2021

Y1 - 2021

N2 - This chapter introduces the book to the reader, explaining that it is part of the European Science Education Research Association (ESERA) Science Education Research Series. The volume represents one output from ESERA’s ‘Science Education in Out-of-School contexts’ special interest group. The manner in which the book progressed from an original idea to the finished work is presented. A brief history of the rise of public interest in the environment ends by noting that a number of complex problems face society, including poverty, climate change, biodiversity loss, water security and pandemics. The idea of ‘wicked problems’ is introduced in the context of the COVID-19 pandemic and the growth in public interest in science, medicine and health research. It is noted how wicked problems can be addressed in school science lessons but that museums, science centres, zoos, aquaria, botanic gardens and science cafés, all depend on being topical and relevant and can provide huge opportunities for public engagement. It is also noted that the authors of the book focus on how out-of-school settings can prompt important disciplinary and cross-disciplinary engagement among learners. The editors hope that the book will open up a new dimension in the field, bringing together the concerns of practitioners and the outcomes of research, synthesising educational priorities with sustainability goals.

AB - This chapter introduces the book to the reader, explaining that it is part of the European Science Education Research Association (ESERA) Science Education Research Series. The volume represents one output from ESERA’s ‘Science Education in Out-of-School contexts’ special interest group. The manner in which the book progressed from an original idea to the finished work is presented. A brief history of the rise of public interest in the environment ends by noting that a number of complex problems face society, including poverty, climate change, biodiversity loss, water security and pandemics. The idea of ‘wicked problems’ is introduced in the context of the COVID-19 pandemic and the growth in public interest in science, medicine and health research. It is noted how wicked problems can be addressed in school science lessons but that museums, science centres, zoos, aquaria, botanic gardens and science cafés, all depend on being topical and relevant and can provide huge opportunities for public engagement. It is also noted that the authors of the book focus on how out-of-school settings can prompt important disciplinary and cross-disciplinary engagement among learners. The editors hope that the book will open up a new dimension in the field, bringing together the concerns of practitioners and the outcomes of research, synthesising educational priorities with sustainability goals.

UR - http://www.scopus.com/inward/record.url?scp=85135582771&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-74266-9_1

DO - 10.1007/978-3-030-74266-9_1

M3 - Chapter

AN - SCOPUS:85135582771

T3 - Contributions from Science Education Research

SP - 1

EP - 8

BT - Contributions from Science Education Research

PB - Springer Science and Business Media B.V.

ER -