The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems
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| Title: | The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems |
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| Language: | English |
| Authors: | Hendra Y. Agustian (ORCID |
| Source: | Science & Education. 2025 34(1):485-510. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Instruction, Social Problems, World Problems, Universities, Science Curriculum, Inquiry, Active Learning, Interdisciplinary Approach, Ethics, Epistemology, Educational Philosophy, World Views, Teaching Methods |
| DOI: | 10.1007/s11191-023-00471-2 |
| ISSN: | 0926-7220 1573-1901 |
| Abstract: | Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual framework in which wicked problems are analysed from their ontological, epistemological, and ethical commitments. Subsequently, they are framed within post-normal science, drawing on critical discourse in science studies and science education. Chief to the arguments is a focus on epistemic practices that are strongly anchored in but also extend from disciplinary science and engineering education. Implications for research and practice in higher science education are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461534 |
| Database: | ERIC |
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| Abstract: | Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual framework in which wicked problems are analysed from their ontological, epistemological, and ethical commitments. Subsequently, they are framed within post-normal science, drawing on critical discourse in science studies and science education. Chief to the arguments is a focus on epistemic practices that are strongly anchored in but also extend from disciplinary science and engineering education. Implications for research and practice in higher science education are presented. |
|---|---|
| ISSN: | 0926-7220 1573-1901 |
| DOI: | 10.1007/s11191-023-00471-2 |
