School Science Students Envisaging (A)Biotic Alliances Prioritising Educated and Researched Values

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dc.article.number102193
dc.catalogadorcarga
dc.contributor.authorBencze L.
dc.contributor.authorDel Gobbo D.
dc.contributor.authorIbrahim S.
dc.contributor.authorEl Halwany S.
dc.contributor.authorHassan N.
dc.contributor.authorGuerrero G.
dc.contributor.authorZouda M.
dc.date.accessioned2025-11-30T10:00:19Z
dc.date.available2025-11-30T10:00:19Z
dc.date.issued2025
dc.description.abstract© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.Educators are currently encouraged to interrelate science, technology, engineering and mathematics (STEM). A major thrust of such movements is promotion of engineering designs, which government curricula have suggested may help solve problems like the climate emergency, de-speciation, etc. Many students may struggle with this, however, at least due to: omissions and/or distortions about possibly problematic influences of private sector entities on STEM fields and beyond; variations in students’ cultural and social capital may determine their abilities to discover important abstractions; and, with private sector entities manipulating public consciousness of adverse effects of their activities, it may be difficult for students to locate such information through secondary research. At the same time, faith in new technologies solving our various crises appears naïve. Particularly in democracies, successes of any entity (e.g., political leader, value, new technology, etc.) appears to depend on it being enmeshed in a large network of co-supportive living, nonliving and symbolic actants functioning like a machine to achieve congruent goals. Accordingly, in this chapter, we describe our long-term (over 5 years, involving the teacher and students in 8 semesters) efforts to encourage and enable high school science students to imagine networks supporting values, principles, etc. they believe are inherent to their new technologies. Some ontological, epistemological, methodological and axiological successes in this regard seemed to arise from direct application-based teaching about key concepts from Science and Technology Studies, like regulatory capture and sociotechnical imaginaries. Nevertheless, complexities of such teaching indicate needs for further action research regarding values mobilisation.
dc.description.funderNational Commission for Scientific and Technological Research
dc.description.funderFONDECYT
dc.format.extent31 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1007/978-3-031-83837-8_5
dc.identifier.eissn2213-3968
dc.identifier.issn18780784 18780482
dc.identifier.scopusidSCOPUS_ID:105006815634
dc.identifier.urihttps://doi.org/10.1007/978-3-031-83837-8_5
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107188
dc.identifier.wosidWOS:000604532100006
dc.information.autorucFacultad de Educación | Instituto para el Desarrollo Sustentable; Guerrero Hernández, Gonzalo Rodolfo; S/I; 1381229
dc.information.autorucNo Informado
dc.information.autorucNo Informado; Guerrero Hernández, Gonzalo Rodolfo; S/I; 1381229
dc.issue.numero20
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final115
dc.pagina.inicio87
dc.publisherSpringer Science and Business Media B.V.
dc.relation.ispartofGoya
dc.revistaContemporary Trends and Issues in Science Education
dc.rightsregistro bibliográfico
dc.subjectActor-network theory
dc.subjectDispositifs
dc.subjectPanopticon
dc.subjectSTEM education
dc.subjectSTSE issues
dc.subject.ddc400
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleSchool Science Students Envisaging (A)Biotic Alliances Prioritising Educated and Researched Values
dc.typecapítulo de libro
dc.volumen63
sipa.codpersvinculados1381229
sipa.codpersvinculados1381229
sipa.indexScopus
sipa.trazabilidadWOS-SCOPUS;2025-11-30
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