Using Futures Scenario Writing for Developing Deep Learning and Foresight with Preservice Science Education Students: An Evaluation

By David G. Lloyd.

Published by The Sustainability Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In this paper I report on the effectiveness of integrally informed futures scenario writing for developing undergraduate students’ understanding of, and dispositions towards, contemporary issues associated with science. The aim of future scenario writing is to develop students’ disposition for foresight and to provide a synthesizing mechanism for cognitive, affective, and ethical learning. The approach also calls upon higher order thinking, and in particular integrally informed futures thinking. Integral and futures thinking are not widely used explicitly in science learning in schools. The participating students are co-researchers and have undertaken undergraduate general
studies courses in science.

Keywords: Science Education, Futures Scenarios, Pre-service Teacher Education

The International Journal of Environmental, Cultural, Economic and Social Sustainability, Volume 5, Issue 4, pp.109-124. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.220MB).

Dr. David G. Lloyd

Lecturer, School of Education, Division of Education, Arts and Social Sciences (DEAS), University of South Australia, Adelaide, South Australia, Australia

David Lloyd is a lecturer in science and mathematics education at the University of South Australia, who works, in the main, with undergraduate pre service teachers. He coordinates and teaches in a general study, Local and Global Environments, which draws on the learning areas of science, environmental, futures and integral studies.

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