Reiss, MJ; (2016) Learning for a better world: futures in science education. In: Corrigan, D and Buntting, C and Dillon, J and Jones, A and Gunstone, R, (eds.) The Future in Learning Science: What’s in it for the Learner? (pp. 19-34). Springer Cham: Cham, Switzerland.

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Abstract

This chapter presents a unified framework for understanding the scope, the purpose and the pedagogies of science education in the settings of school, out-of-school and lifelong learning. It shows how science education can be reframed in a way that is true to science, true to education and engages with and takes seriously the interests and desires of learners, of whatever age. I begin by arguing that a rigorous science education needs to start with an examination of the purpose of education and then consider the place of school education for the learning of science. I argue that there are two fundamental aims of school education, namely to enable each learner to lead a life that is personally flourishing and to help others to do so too. If we want today’s and future generations of school learners to engage with science and retain a lifelong interest in it, we will need to reform school science so that it true both to science and to education and so that school science is seen by learners to be relevant to who they want to be, to their developing identities. My contention is that a school science that takes flourishing and student diversity seriously can contribute to this.

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