Envisioning Science Education: The Development of Action Competence and the Cultivation of Agency
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| Gepubliceerd in: | Bulletin of Educational Research vol. 71, no. 2 (Summer 2025), p. 227-269 |
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| Gepubliceerd in: |
National Taiwan Normal University, Dept of Education
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| Online toegang: | Citation/Abstract Full Text - PDF |
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| 100 | 1 | |a Chen, Shih-Yeh | |
| 245 | 1 | |a Envisioning Science Education: The Development of Action Competence and the Cultivation of Agency | |
| 260 | |b National Taiwan Normal University, Dept of Education |c Summer 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Purpose Science has transformed the course of human civilization, and science education plays a crucial role in conveying the process of scientific learning. Movements such as STS, STSE, and STEM have emerged as integral components of science education. Over the past two decades, teaching scientific knowledge and addressing socioscientific issues have become essential practices in science classrooms. However, these approaches remain subjects of debate within the science education community. In particular, when facing global socio-ecological crises and highly uncertain problems, merely expressing concern or presenting arguments in the classroom does little to solve real-world issues. The recognition of existing issues and the implementation of concrete actions to address them are pivotal in driving transformative influences on societal structures, thereby embodying the notion of agency central to new generation scientific literacy. Accordingly, this study analyzes the revised PISA framework, explores various interpretations of agency within science education, and reviews relevant literature to formulate educational practices that align with the principles of new-generation scientific literacy. Main Theories or Conceptual Frameworks Since the implementation of Taiwan’s new curriculum guidelines in 2019, lifelong learning has been an emphasis on social participation. Science education, in this context, aims to equip individuals with the abilities to address science-related problems through personal action and collaboration with others. The conceptual framework is rooted in the educational philosophy of Bildung developed in late 18thcentury Europe and the action competence approaches introduced by Danish scholars in the late 20th century, which emphasize understanding the root causes and impacts of issues. It advocates for the formulation of action strategies, articulation of visions, and cultivation of collective commitments to achieve social transformation through incremental actions. Research Design/Methods/Participants This article reviews key theoretical and empirical research to conceptualize the new-generation scientific literacy grounded in the Bildung and the action competence approaches and to concretize the role of agency in scientific literacy within the PISA framework. Research Findings or Conclusions OECD released the PISA 2025 science framework, which introduced significant changes. Along with existing scientific competencies, a third competency– Research, evaluate and use scientific information for decision making and action– has been added to emphasize the ability to act upon assessed information. This framework also placed increased emphasis on environmental science competencies, not only in response to the SDGs but also aligning with the “Education and Skills 2030” project, which advocates for student agency. It highlights the need for assessing student agency in the Anthropocene and introduces the influence of agency on the competencies under a new construct of science identity. However, the term “agency” still lacks a clear operational definition within science education. Consequently, few studies have demonstrated it in practice. Recent studies on “agency” have introduced the notion of critical science agency, which reflects how students extend their learning from science classrooms to engage with their school and community life. Beyond solving scientific problems, the focus is on addressing relevant socio-scientific issues, enhancing well-being, and influencing local government decisions. Theoretical or Practical Insights/Contributions/Recommendations This study examines the emphasis of contemporary scientific literacy within the historical development of science education and movements, incorporating reflections on current school-based science education to identify the future skills and competencies learners must develop to influence societal conditions through transformative approaches. These forward-looking reflections and the introduction of new frameworks in international assessments highlight the need for science education to shift from classroom activities to real-world actions, taking the first step towards building a future image as a science education goal to establish new-generation scientific literacy. Policymakers and educators must consider whether existing teaching methods are adequate to equip students with the competencies they need to take meaningful action on critical social issues, thereby advancing a vision of humanistic science in science education. | |
| 653 | |a Science | ||
| 653 | |a Science education | ||
| 653 | |a Teaching methods | ||
| 653 | |a Learning | ||
| 653 | |a Scientific and Technical Information | ||
| 653 | |a Learning Activities | ||
| 653 | |a Teacher Competency Testing | ||
| 653 | |a Educational Practices | ||
| 653 | |a World Problems | ||
| 653 | |a Competence | ||
| 653 | |a Science Instruction | ||
| 653 | |a Social Problems | ||
| 653 | |a International Assessment | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Scientific Literacy | ||
| 653 | |a Educational Principles | ||
| 653 | |a Class Activities | ||
| 700 | 1 | |a Liu, Shiang-Yao | |
| 773 | 0 | |t Bulletin of Educational Research |g vol. 71, no. 2 (Summer 2025), p. 227-269 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3256481464/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3256481464/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |