Sciences and Technologies in Educators' "Visions" for our Future

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Published: Apr 6, 2025
DOI: https://doi.org/10.12681/codiste.7574
Keywords:
representation vs intervention climate change social & personal approach science & technology approach
Vasilis Tselfes
National and Kapodistrian University of Aythens
https://orcid.org/0000-0001-7533-6201
Antigoni Paroussi
National and Kapodistrian University of Athens
https://orcid.org/0000-0003-4591-5266
Abstract

For more than fifteen years, mainstream science education (SE) internationally has been plagued by a peculiar assumption related to its design. This assumption says that optimal educational goals today can and should be guided by scientific and technological visions of avoiding a dystopian and at the same time not exactly predictable future. In this paper, we attempt to record the “visions” of today’s teachers for their lives in this future, arguing that these erect a constructive cultural barrier to the reception of proposals that attempt to transform it, through SE. The first results tend to confirm our hypothesis.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
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Author Biography
Vasilis Tselfes, National and Kapodistrian University of Aythens

Vasilis Tselfes is Emeritus Professor at the Department of Early Childhood Education (DECE) of the National and Kapodistrian University of Athens. He studied Physics and holds a PhD in Solid State Physics (1982). He last published in this field in 1991 while since 1984 he has been working on Science Education. He taught at the “Maraslio” Pedagogical Academy, the Department of Primary Education of the Aristotle University of Thessaloniki and the DECE, where he retired (1917). His recent research interests include the social dimensions of science teaching and learning, as well as the interdisciplinary approaches involved. He has about 200 publications of texts in international and Greek books, journals, collective volumes and conferences’ proceedings, on Solid State Physics (the oldest), Science Educationand educational interconnection of Science and Arts (the newest). He also has significant administrative experience from responsibility positions in the management of DECE and other educational institutions.

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