Can science teaching contribute to developing skills for managing uncertainty towards the future and projecting imagination forwards? If so, how? In this paper, we outline an approach to ‘teach the future’ through science education. In the first part, we describe a framework that has been constructed to orient the design of teaching modules comprised of future-oriented educational activities. Then, a teaching module on climate change is described. The module was tested in a class of upper secondary school in Italy (grade12) and the main results are reported. They concern a change in perception of the future, as revealed by students: from far and unimaginable, the future became conceivable as a set of possibilities, addressable through concrete actions and within their reach, in the sense that they became able to view themselves as agents of their own future. The results lead us to argue that the approach appears promising in developing ‘futurescaffolding skills’, skills that enable people to construct visions of the future that support possible ways of acting in the present with one’s eye on the horizon.

Developing future-scaffolding skills through science education

Levrini O.;Tasquier G.
;
Branchetti L.;Barelli E.
2019

Abstract

Can science teaching contribute to developing skills for managing uncertainty towards the future and projecting imagination forwards? If so, how? In this paper, we outline an approach to ‘teach the future’ through science education. In the first part, we describe a framework that has been constructed to orient the design of teaching modules comprised of future-oriented educational activities. Then, a teaching module on climate change is described. The module was tested in a class of upper secondary school in Italy (grade12) and the main results are reported. They concern a change in perception of the future, as revealed by students: from far and unimaginable, the future became conceivable as a set of possibilities, addressable through concrete actions and within their reach, in the sense that they became able to view themselves as agents of their own future. The results lead us to argue that the approach appears promising in developing ‘futurescaffolding skills’, skills that enable people to construct visions of the future that support possible ways of acting in the present with one’s eye on the horizon.
Levrini O.; Tasquier G.; Branchetti L.; Barelli E.
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/710268
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 20
  • ???jsp.display-item.citation.isi??? 15
social impact