Connecting Science to Students’ Lifeworlds through Futures Scenarios

By David G. Lloyd.

Published by The International Journal of Science in Society

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

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

The International Journal of Science in Society, Volume 2, Issue 2, pp.89-104. Article: Print (Spiral Bound). Article: Electronic (PDF File; 555.575KB).

Dr. David G. Lloyd

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

I am a lecturer in the School of Education, University of South Australia in science and mathematics education. I coordinate a set of general studies courses called Local and Global Environments, which includes “Atmosphere and Climate” and “Astronomy and the Universe”. These courses provide the science back group for teachers at primary and middle levels of schooling. Students from other areas of the university often take up these courses as electives. I am particularly interested in applying futures and integral perspectives to these courses.