Peace in science education

A literature review

Datos Bibliográficos

ID16831738
AutoresRebecca E Vieyra (0000-0001-7720-6558, autor de correspondencia), Sachi Edwards (0000-0003-1568-409X, Soka University of America)
Año2021
Volumen18
Número2
Páginas121-142
Fecha de publicación2021-05-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17400201.2021.1919866
OpenAlexW3170437489
IdiomaEN
Citas recibidas1
Referencias citadas45

Science education has historically been viewed both as a tool to advance competitiveness as well as to improve the human condition. However, science education as it is enacted at a systemic level often presents itself in over-simplified (and typically Westernized) form that does not fully lend teachers and students the opportunity to explore the relationship between science and peace. This article explores science education literature through the lens of peace education frameworks to look for opportunities to explicitly acknowledge the possibility for the integration between these two fields. The review revealed four major themes in science education literature with connections to peace education, including (1) ‘science for all’ initiatives, (2) science-technology-society and socio-scientific issues movements, (3) decolonization and diversity, and (4) science education as political activism. This article provides recommendations for emphasizing these themes in the context of science education standards, teaching resources, and teacher education programs

Engineering ethics · Peace Education · Pedagogy · Political science · Politics · Science education · Science, technology, society and environment education · Social science education · Sociology · Education and Critical Thinking Development · Engineering · Law · Peace and Human Rights Education