Coordinator: Prof. Ayush Gupta
Graduate Course (Elective)
Coordinator: Dr. Mashood K. K.
Prof. Olivia Levrini
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Scientific and technological development is progressing at a fast speed. The development is so fast that we are living in what the sociologist H. Rosa calls “the society of acceleration” (Rosa, 2013). Within the society of acceleration, the young are coping with an unpredictable future and the lack of a sense of directionality. Without a future horizon, the present is experiences as episodic, a plurality of events without real temporal connections between them (Leccardi, 2009). After the introduction of constructs borrowed from the field of the “sociology of time”, I will illustrate the research approach we have been designing to address the following questions:
Can science (physics) teaching contribute to developing skills for navigating the complexity of the society of acceleration? If so how?
What skills can be developed through science (physics) learning to manage uncertainty towards the future and to project imagination forwards?
How can these skills be fostered in teaching and operationally recognised?
Is the pandemics impacting students’ perception of time? How?
In order to answer these questions, I will focus on the results we have been obtaining within the European Erasmus + project, titled I SEE - Inclusive STEM Education to Enhance the capacity to aspire and imagine future careers (www.iseeproject.eu). Main outcomes of the project are four teaching-learning modules for secondary school students (17-19 years old), on topics like climate change, artificial intelligence, carbon sequestration and quantum computing.
In the talk, I will present the main results from three rounds of implementation of the module on climate change (Levrini et al. 2019; Tasquier et al. 2019; Levrini et al, 2021a). In particular, I will show how we have pointed out operational markers to: i) describe the change in the perception of the future that the students experience through the modules and ii) identify the “future-scaffolding skills” that the students progressively developed throughout the modules (Levrini et al., 2019; 2021a; Tasquier et al, 2019).
The talk will be closed by mentioning open-problems, including the problems induced by the pandemic (Levrini et al, 2021b), and the new projects that we are developing to address them: the projects IDENTITIES, SEAS and FEDORA.
Leccardi, C. (2009). ?Sociologie del tempo. Soggetti e tempo nella societa? dell'accelerazione.? Laterza. ISBN: 9788842088394 Levrini, O., Tasquier, G., Branchetti, L. & Barelli, E. (2019). Developing future-scaffolding skills through science education. International Journal of Science Education, DOI: 10.1080/09500693.2019.1693080 Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E.K., Branchetti, L., Wilson, C. (2021a). Recognition and operationalization of Future-Scaffolding Skills: Results from an empirical study of a teaching-learning module on climate change and futures thinking. Science Education, DOI: 10.1002/sce.21612 Levrini, O., Fantini, P., Barelli, E., Brachetti, L., Satanassi, S., Tasquier, G. (2021b). The Present Shock and Time Re-appropriation in the Pandemic Era. Sci & Educ. 30, 1–31, https://doi.org/10.1007/s11191-020-00159-x Rosa, H. (2013). Social Acceleration: A New Theory of Modernity (New Directions in Critical Theory). Columbia University Press. ISBN: 978-0231148351 Tasquier G., Branchetti L., Levrini O. (2019) Frantic Standstill and Lack of Future: How Can Science Education Take Care of Students’ Distopic Perceptions of Time?. In: McLoughlin E., Finlayson O., Erduran S., Childs P. (eds) Bridging Research and Practice in Science Education. Contributions from Science Education Research, vol 6. Springer, Cham, pp. pp 205-224 (https://doi.org/10.1007/978-3-030-17219-0_13) Toffler, A. (1965). The future as a way of live. Horizon, 7(3), 108-115.
Olivia Levrini is Associate Professor in Physics Education and History of Physics at the University of Bologna, Italy. Her research interests include cognition and conceptual change; Design and analysis of complex and inclusive learning environments; Identity and processes of appropriation, among others. She also worked extensively on issues pertaining to Teacher education; Instruction design about environmental issues (climate change);and The role of history and philosophy in teaching physics. Further details can be found at: https://www.unibo.it/sitoweb/olivia.levrini2/cv-en