ABSTRACT

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.

摘要

科学教育历来被视为提高竞争力和改善人类状况的工具。然而，在系统层面制定的科学教育往往以过于简单化（通常是西化）的形式呈现出来，并没有充分地让教师和学生有机会探索科学与和平之间的关系。本文通过和平教育框架的视角探索科学教育文献，以寻找机会明确承认这两个领域之间整合的可能性。审查揭示了科学教育文献中与和平教育有关的四个主要主题，包括（1）“全民科学”倡议，（2）科学技术社会和社会科学问题运动，（3）非殖民化和多样性，(4) 作为政治行动主义的科学教育。本文提供了在科学教育标准、教学资源和教师教育计划的背景下强调这些主题的建议。