Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education

Even though enhancement of students’ understanding of social justice is thought to contribute to good citizenship, contextualising social justice in science education remains challenging for teachers because social justice is not conventionally a common feature of science teaching and learning. A separate issue in science education concerns a vast body of work on nature of science (NOS) elated to understanding of and about science. Understanding NOS is thought to contribute to scientific literacy as well as citizenship. Although social justice and NOS literatures share similar themes such as citizenship goals, the precise intersection of these literatures remains relatively understudied. In this chapter, we present an argument about how contemporary conceptualizations of NOS as well as NOS instruction might be used to promote goals related to social justice. In so doing, we aim to contribute to NOS literature by drawing on theories of social justice grounded in political philosophy. We trace the potential overlap of social justice and NOS concepts and draw out example recommendations for curriculum statements and practical teaching as well as practical teaching and learning approaches. Overall, we advocate the promotion of educational goals related to social justice through NOS instruction

Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios

There has been concern about the attractiveness of science-based careers to many adolescent learners, and it has been suggested that school science may not always recognise or engage personal values that are important to young people in making life choices. The present study discusses interview comments made by upper secondary level students in England when 15 young people were asked to give their personal responses to brief vignettes describing scientific careers. Using an interview-about-scenarios approach, the students were asked about whether they would feel comfortable working in the scientific careers represented. The career areas were purposefully selected because they might be considered to potentially raise issues in relation to personal values or commitments that some students might hold. A range of student perceptions relating to the mooted careers were elicited (positive, negative and indifferent), but all of the participants raised issues that impacted on the acceptability or attractiveness of at least one of the mooted scientific careers, in terms of aspects of their own personal beliefs and values systems. It is recommended that teachers and career advisors should be aware of the range of value-related considerations that influence student views of science-related careers and should consider exploring aspects of science-based careers that link to values commonly shared by young people. This exploratory study also offers indications for directions for further research exploring how learners' value systems impact upon their perceptions of science and scientific work

Changing the prehistory of Sindh and Las Bela coast: twenty-five years of Italian contribution

The paper discusses the prehistory of Lowr Sindh and Las Bela Coast, and the role played by the Italian archaeologists since the 1980's. New date are presented regarding mainly the radiocarbon chronology the Indus Delta settlement on rocky outcrops and the shell middens of Las Bela