Science | Environment | Health: Towards a Science Pedagogy of Complex Living Systems (Contributions from Science Education Research, 10)

This book provides a fascinating insight into the on-going process of self- reflection in the Science|Environment|Health (S|E|H) community. The basic vision of a new S|E|H pedagogy is to establish a transdisciplinary dialogue between the three educational fields of science education, environmental education, and health education. This approach finds growing interest among science educators. Since 2014, the ESERA special interest group S|E|H has united both experienced and junior researchers all over Europe in a burgeoning research community. This book presents a selection of results of these vibrant activities. Systems theory has turned out to be a stimulating theoretical framework for S|E|H. The limits of predictability in complex living systems result in structural uncertainty for decision-making, and they ask for emphasising and rethinking the role of pedagogical concepts like informed citizenship and scientific literacy. They challenge crude scientific determinism in environmental and health education, which all too often ends up with students’ eco- and health depression. Instead, S|E|H conceives coping with uncertainty in terms of an interplay between cognitive and affective factors. The horizon of the future remains always open. Hope must never die in a new S|E|H pedagogy. Chapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Foreword References Preface Contents Chapter 1: Science|Environment|Health: An Introduction 1.1 A Short Look Back 1.2 Complexity as a Core Issue of S|E|H 1.3 The Concept of This Book 1.4 The Book Structure 1.4.1 Beyond Prediction and Control 1.4.2 Shifting the Curriculum Towards Informed Citizenship 1.4.3 Promoting Scientific Literacy 1.5 S|E|H: A Pedagogy of Complex Living Systems References Part I: Beyond Prediction and Control Chapter 2: Coping with Structural Uncertainty in Complex Living Systems 2.1 Introduction 2.2 Complexity and Complex Living Systems 2.2.1 The Cynefin Framework 2.2.2 Living Systems Are Complex 2.2.3 Complexity, Self-Organisation, and Emergence 2.2.4 The Role of Linear Statistics in Complex Systems and Structural Uncertainty 2.2.5 Atomism and Holism 2.3 Towards a New S|E|H Pedagogy of Complex Living Systems 2.3.1 Critical Approaches 2.3.2 Informed Citizenship 2.3.3 Scientific Literacy and Decision-Making 2.4 Teaching S|E|H: Evidence and Preference 2.4.1 Evidence and Preference 2.4.2 Shared Decision-Making 2.4.3 Inspirations from Medicine for a New S|E|H Pedagogy? 2.4.4 A New S|E|H Pedagogy References Chapter 3: Narrativity in Complex Systems 3.1 Introduction 3.2 The Notion of System 3.3 Complex Systems, Mechanisms, and Models 3.4 From Mechanisms to Forces of Nature 3.5 Modelling and Simulation as Narrative Acts 3.6 Complexity and Ephemeral Mechanisms 3.7 Conclusion: Complex Systems in Education References Chapter 4: “That Is Not My Problem!”: Utilizing the Concept of Psychological Distance in Environmental and Health Education 4.1 Introduction 4.2 The Concept of Psychological Distance 4.2.1 General Definition and Foundation in Construal Level Theory 4.2.2 Dimensionality of Psychological Distance 4.3 Applying Psychological Distance to Science|Environment|Health 4.3.1 Psychological Distance and Climate Action 4.3.2 Reducing Psychological Distance for Effective Health Message Framing 4.3.3 Lowering Psychological Distance Through Choice of Instructional Methods and Stimulus Material 4.4 Empirical Perspective 4.4.1 Measuring Psychological Distance Regarding Science|Environment|Health Contexts 4.4.2 Psychological Distance and Teaching Motivation 4.5 Conclusion and Future Directions References Chapter 5: Coping with the Commons Dilemma in Complex Issues: The Climate Change Example 5.1 Introduction 5.1.1 Climate Change as an Overwhelming Challenge in Education 5.1.2 The Commons Dilemma 5.2 The Tragedy of the Commons as a Dilemma Problem 5.2.1 The Famous Article of Garrett Hardin 5.2.2 Are Humans Locked in the Trap of Utility? 5.3 Coping with the Commons Dilemma 5.3.1 The Famous Cases of Elinor Ostrom: Governing the Commons 5.3.2 Governing the Commons on the Global Scale 5.4 Coping with the Commons Dilemma in Science Education: The Climate Change Example 5.4.1 Approaches to Understanding the Commons Dilemma 5.4.2 Approaches to Research Studies on Complex Issues References Chapter 6: The Framing of Health and Sustainable Development as Individual Responsibility Contributes to the Paradox of Responsibility 6.1 Introduction 6.2 Schools, Knowledge and the Making of Citizens 6.3 The Paradox of Responsibility 6.4 Communication, Agenda-Setting and Framing 6.5 Politics and Democracy 6.6 Stress, Obesity and Sustainable Development 6.6.1 Illustration 1. Health in School: Stress, Individual Responsibility and Democratic Politics (Malmberg & Urbas, 2019) 6.6.2 Illustration 2. Health Education, Obesity and the Making of Citizens (Malmberg et al., 2020) 6.6.3 Illustration 3. Governing ‘Eco-Certified Children’ Through Pastoral Power: Critical Perspectives on Education for Sustainable Development (Ideland & Malmberg, 2014) 6.6.4 Summary of the Illustrations 6.7 Challenges in Health Education and Education for Sustainable Development References Part II: Shifting the Curriculum Towards Informed Citizenship Chapter 7: Development of Instruments to Assess the Environmental Health Competence: Focusing on Internal Coherence 7.1 Introduction 7.2 Theoretical Frameworks 7.2.1 Health and Health Education 7.2.2 Environment, Environmental Education and Education for Sustainability 7.2.3 Environmental Health and Its Competences 7.3 Method 7.3.1 Educational Contents to Develop Competences in Environmental Health 7.3.2 Contents that Should Appear in School Textbooks 7.3.3 Questionnaire to Know the Competences Acquired in Environmental Health 7.4 Results 7.4.1 Educational Content to Develop Competences in Environmental Health 7.4.2 Contents that Should Appear in School Textbooks 7.4.3 Questionnaire to Know the Competences Acquired in Environmental Health 7.5 Conclusion References Chapter 8: Planet 2030 and Inclusion for Sustainable Development 8.1 Introduction 8.2 Science Education for Sustainable Development 8.3 Inclusive Education for Sustainable Development 8.4 CHAT Approaches in Education 8.5 Rationale for a Teachers’ Training Course 8.6 Development of the Course 8.6.1 Planet 2030 Course 8.6.2 Expansive Learning and Teachers’ Training 8.7 Planet 2030 in Praxis 8.7.1 Educational Scenarios 8.7.2 CHAT Context and Contradictions 8.8 The Way Forward References Chapter 9: A Teacher’s Perspective on Socioscientific Issues 9.1 Introduction 9.2 Setting and Context Variables for the Observations Presented 9.3 Issues Taught and Strategies Used 9.3.1 Abortion 9.3.2 Vaccination 9.3.3 Antibiotics 9.3.4 Veganism 9.4 Insights 9.4.1 Daily School Routine and Conditions 9.4.2 Relevance and Lived Experience 9.4.3 Knowledge and Understanding 9.5 Conclusions 9.5.1 Pre- and In-Service Teacher Education 9.5.2 Meeting Challenges on a Systemic Level 9.5.3 Relevance and Knowledge 9.5.4 Advantages and Benefits References Chapter 10: Implementing Environmental and Societal Issues into Science Education through Life Cycle Assessment 10.1 Introduction 10.2 Science Education and Environmentally Sustainable and Healthy Consumption 10.3 Life Cycle Assessment in Education 10.4 Pedagogical Approaches in Using Life Cycle Assessment 10.4.1 Inquiry-Based Learning 10.4.2 Participatory Decision-Making 10.4.3 Discussions and Debates 10.4.4 Incorporating Environmental Issues to Life Cycle Assessment 10.4.5 Incorporating Societal Issues to Life Cycle Assessment 10.4.6 Incorporating Health Issues to Life Cycle Assessment 10.4.7 Incorporating Career Issues to Life Cycle Assessment 10.5 Conclusions References Part III: Promoting Scientific Literacy Chapter 11: The Role of Science Education in Decision-Making Concerning Health and Environmental Issues 11.1 Introduction 11.2 Systems Thinking 11.3 Nature of Science 11.3.1 Values and Bias in Science 11.3.2 Scientific Practice 11.3.3 Methods and Methodological Rules 11.3.4 Scientific Knowledge 11.4 Non-cognitive Factors 11.4.1 Evaluation of the Behavior and Its Assumed Consequences 11.4.2 Perceived Ability to Act and Bring About Change with That Particular Action 11.4.3 Evaluation of the Approval by Others 11.4.4 Personal Values 11.5 Critical Thinking 11.6 From Vision to Reality References Chapter 12: Science Education as a Barrier Against “Fake Health News” 12.1 Introduction 12.2 The Online Health Information Ecosystem 12.3 Navigating Online Health Information: Barriers and Competencies 12.3.1 Health Literacy and e-Health Literacy 12.3.2 Scientific Literacy 12.3.3 Cognitive Biases 12.4 Case Study: Online Sources Making Non-evidence-based Health Claims About Treating Diabetes and Individuals’ Reaction to Them 12.5 Contexts for Fostering Health- and e-Health Literacy 12.6 A Case for Science Classroom as a Context for Fostering Health Literacy 12.7 Recommendations for Science Education Researchers 12.8 Detecting Fake Health News with Information Technology 12.9 Conclusions References Chapter 13: Communicating New Scientific Paradigms: A Case Study on Scientists’ Perceptions About Contemporary Metaorganism Science and Implications for Science|Environment|Health Pedagogy 13.1 Introduction 13.2 Facing a Contemporary Frontier in the Life Sciences and Science|Environment|Health Pedagogy 13.2.1 Understanding the Metaorganism 13.2.2 Framing the Nature of Science for Authentic Science|Environment|Health Pedagogy 13.3 Investigating Scientists’ Perceptions in Interviews 13.3.1 Interview Sampling 13.3.2 Procedure 13.3.3 Data Analysis 13.4 Scientists’ Perceptions on the Nature of Metaorganism Research and Relations to Science|Environment|Health Pedagogy 13.4.1 Changes and Challenges 13.4.2 Objectives for Science Communication 13.5 Conclusion and Future Directions 13.5.1 Reflecting Scientists’ Perceptions within the FRA Framework 13.5.2 Implications for Science|Environment|Health Pedagogy References Chapter 14: Teaching Virology at School: An Analysis of Student Knowledge, Textbooks, and Other Published Materials and a Summary of Essential Virology Knowledge for Teachers 14.1 Introduction and Background: Why Is This Topic So Important? 14.2 The Need to Combine Science and Health Education at School 14.3 Research on Health Education at School with Relation to Virology/Antibiotics 14.3.1 The Most Severe Gaps in Student Knowledge About Viruses: And What They Should Know 14.3.2 Viruses and School Education: The Teacher Perspective 14.3.3 What’s Going on in Textbooks and Other School Materials? 14.4 Viruses and Vaccination: Measles as a Paradigmatic Case for Public Health 14.5 Summary and Outlook References