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Beyond evidence: a critical appraisal of global warming as a socio-scientific issue and a reflection on the changing nature of scientific literacy in school

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Abstract

Tom G. K. Bryce and Stephen P. Day’s (2013) original article on scepticism and doubt in science education explores the context of citizens’ attitudes towards the complexities and uncertainties of global issues, namely global warming. This response aims to stimulate reflection on some of the implicit assumptions underpinning the relationships between science, technology and the public. I argue that an underestimation of the political and ethical dimensions of science and technology limits the possibilities for education to set the agenda for citizens’ participation in science and technological matters. Drawing on Sheila Jasanoff’s model of co-production, this paper proposes a radical re-affirmation of the aims and purposes of science education to embrace a multiplicity of disciplines, narratives and ways of knowing in science, technology and society issues.

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Authors and Affiliations

  1. School of Education, University of Aberdeen, Aberdeen, UK

    L. Colucci-Gray

  2. Interdisciplinary Research Institute on Sustainability, University of Turin, Turin, Italy

    L. Colucci-Gray

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  1. L. Colucci-Gray
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Correspondence to L. Colucci-Gray.

Additional information

This review essay addresses issues raised in Tom Bryce and Stephen Day’s paper entitled: Scepticism and doubt in science and science education: The complexity of global warming as a socio-scientific issue. (doi: 10.1007/s11422-013-9500-0).

Lead Editor: F. Rezende

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Colucci-Gray, L. Beyond evidence: a critical appraisal of global warming as a socio-scientific issue and a reflection on the changing nature of scientific literacy in school. Cult Stud of Sci Educ 9, 633–647 (2014). https://doi.org/10.1007/s11422-013-9556-x

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  • DOI: https://doi.org/10.1007/s11422-013-9556-x

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