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- W2648119440 abstract "Many scholars and jurisdictions have urged educators to interrelate and/or integrate education in fields of science and engineering—most recently as ‘STEM’ (science, technology, engineering & mathematics) education. A promising movement that could assist in this regard engages students in multi-disciplinary decision-making about socioscientific issues, such as debates about (de-)regulation of fossil fuel industries linked to climate change. Some scholars also suggest, however, that, because of significant problems associated with capitalist influences on fields of science and technology, much more politicized and action-oriented education is necessary. Accordingly, we studied promotion of secondary students’ research-informed and negotiated technology designs of possible for-profit commodities that considered wellbeing of individuals, societies and environments. Qualitative data analyzed using constant comparative methods based on constructivist grounded theory suggested that students not only were able and willing to design socially and environmentally conscious technologies, but they did so in ways considering a range of interconnected and often-hidden living and non-living, and associated semiotic, actants. In other words, when conceiving of commodities, students thought of them as networked—as embodying such actants as miners, advertizers, corporations, bankers, government, manufacturing labourers, etc. This outcome may interest educators and policy-makers open to critical and liberatory science and technology education that encourages links to diverse other fields, such as history, philosophy, sociology, economics and (geo-)politics." @default.
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- W2648119440 date "2017-01-01" @default.
- W2648119440 modified "2023-09-25" @default.
- W2648119440 title "Science Students’ Ethical Technology Designs as Solutions to Socio-scientific Problems" @default.
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- W2648119440 doi "https://doi.org/10.1007/978-3-319-55505-8_10" @default.
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