Various challenges of science communication in teaching generation Z: an urgent need for paradigm shift and embracing digital learning

Abstract

According to the thesis of this study adoption of the technological, social-psychological, moral and other changes surrounding us, tolerating and teaching each other are vital to successful coexistence of the different age-classes. In order to this – on one hand in our everyday life and expressly in pedagogical work – it is unavoidable to identify the main reasons establishing relations between the generations; i.e. what processes can be held liable for transformation of values and attitudes, while on the other hand it must be decided how to handle the challenges caused by the changes. This study approaches the characteristics of generation Z deviating from that of the former generation from science communication and educational aspects. It reviews the most important features of information society and the impact of technological development on world view, behaviour and discrepancy of the different age-classes. It attempts to identify those characteristics of transferring knowledge, consumption and use of media, which are definitive to the development of the relation to science of persons born after 1995, then it summarises the models of Public Understanding of Science relevant to generation Z. The second part of the study includes recommendation on the methodological framework of a progressive educational system, which is able to successfully serve the demands of the studied age-class, and can play role in forming the interest in science and preparedness of the digital generation.