In this presentation I describe how normative and integrally informed futures scenarios have been used in tertiary science courses to assist students connect science related issues, such as global warming and space travel, to their current and future lives. I provide a rational for the use of futures scenarios in science learning, describe the process used to introduce and develop the scenarios, and conclude by identifying the value of futures scenario writing from the students’ perspective. The pedagogical focus is providing students with a vehicle to synthesis their learning that includes at least the cognitive, the affective and the ethical. The educative focus is to provide a vehicle for students to connect science learning to their personal, community and professional lives.
|Keywords:||Science Learning, Futures Scenarios, Integral Learning|
Lecturer, Division of Education, Arts and Social Sciences, School of Education (Mawson Lakes Campus), University of South Australia, Adelaide, South Australia, Australia