Abstract

In this editorial article, Mirjan Krstovic - a secondary school teacher of science - introduces and elaborates about this first school-based issue of JASTE that features articles written by secondary school science students about their educated research-informed and negotiated action projects to overcome harms they perceive in relationships among fields of science & technology and societies & environments (STSE).

Highlights

  • Christopher Emdin, Science and Technology Professor at Columbia University, has spoken eloquently at Tedx Talks2 about re-positioning education as vehicle for social and political action

  • I was faced with a series of questions about the purposes of science education in response to growing local and global concerns and started to think more critically about my practice and role as a science teacher

  • 1 David Suzuki’s Carbon Manifesto http://www.youtube.com/watch?v=HWPblU8VUyM 2 Christopher Emdin’s video: Empowering children through urban education: http://www.youtube.com/watch?v=ouudXr-csZg instructional coach on this journey, Larry Bencze, from the Ontario Institute for Studies in Education (OISE), who introduced me to the STEPWISE framework, which is an acronym for Science & Technology Education Promoting Well-being for Individuals, Societies and Environments

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Summary

Introduction

Christopher Emdin, Science and Technology Professor at Columbia University, has spoken eloquently at Tedx Talks2 about re-positioning education as vehicle for social and political action. I was faced with a series of questions about the purposes of science education in response to growing local and global concerns and started to think more critically about my practice and role as a science teacher. Reflecting on these questions guided my teaching in ways that would allow my students to implement researchinformed actions to address critical socio-scientific issues in their school and community.

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