We present a sequence of professional development sessions to support science teachers in designing socio-scientific inquiry-based learning (SSIBL) lessons to foster democratic citizenship. We focus on seven stages for enacting SSIBL: (1) introducing a dilemma; (2) initial opinion-forming; (3) creating a 'need to know'; (4) inquiry; (5) dialogue;…

The Kettering Foundation is a nonprofit, operating foundation rooted in the American tradition of cooperative research. The foundation seeks to identify and address the challenges to making democracy work as it should through interrelated program areas that focus on citizens, communities, and institutions. Each issue of this annual newsletter…

When we think of communities of the future, we have to think of new social contracts between universities and society with a different ecology, and an intense compatibility towards transdisciplinarity. We know that today there is a need for truly fundamental reflections and questions on knowledge as the building block of global societies…

When the journal "Minerva" was founded in 1962, science and higher educational issues were high on the agenda, lending impetus to the interdisciplinary field of "Science Studies" "qua" "Science Policy Studies." As government expenditures for promoting various branches of science increased dramatically on…

The building of the English new universities during the 1960s symbolized the liberating possibilities of higher education. New institutions for a new age, their campuses were arguably part of a wider "utopianist" movement for community that sought to challenge academic elitism and conservatism. This paper considers the era of university…

The international science education community recognises the role of pre-service science teachers' views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre-service science teachers' STS views signal the strengths and the weaknesses of science education reform movements.…