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Viewing report
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'Adding zest' to science education. Edition No. 1
VDM Publishing House, April 2009, Pages: 568
It seems a habit of our time to lament about the
state of the world and simultaneously profess that
there is nothing we, as individuals, can do about it.
In this auto/ethnographic study, Elisabeth challenges
this view on the basis that science teachers in
particular seem in a unique position to raise
students’ awareness of problematic issues in relation
to the world around them by providing them with
necessary knowledge. Sound knowledge however, does
not equate with positive attitude: providing students
with factual knowledge alone might thus be
insufficient for enabling them to participate in the
public discourse on making the world a ‘better
place’. Given the pervading influence of science on
our daily lives, this discourse must include a focus
on science, scientific research and its uses.
Traditionally science has often been taught without
addressing ethical questions. Elisabeth argues that
the inclusion of a discourse on ethical issues into
science classrooms might open an avenue for science
educators to offer students opportunities for
practising engagement as future decision makers by
learning to reflect critically and collaboratively on
their attitudes, beliefs and values.
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