![G l o b a l S c i e n c e P a g e | 2
“A VILLAGE for Science Learning” All rights reserved
child, which leads them to begin the creation of their own systematic application of trial and error to
achieve intended goals. This manner of learning and response, usually in the presence of positive
feedback from parents (society), or even negative feedback from siblings (competition), is then modified
based upon the context within which a child resides and operates. The environment leads to a variety of
learning outcomes that helps the child to create both a toolkit for problem solving as well as an answer-
set and investigative methodology. These are later applied and modified almost instinctively to new
situations and to gain new perspectives.
Now consider the “World of Academia” in the Science Learning process. One of the intents of higher
education is to provide a context for learning within which issues, problems, and crises may be
employed as educational tools. The context requires creation and evolution of conceptual models and
consideration of the characteristics and behaviors of the society that create the context itself. In other
words it considers the underlying factors and specific motivations – much like a Greek Tragedy. It thus
requires knowledge of all parts and the peoples involved and an understanding of how these work in an
interdependent – and often opposing or contradictory manner. This means that science education can
and should be viewed as a process composed not only of many parts and problems to solve, but also of
the many journeys, experiences, perspectives, and participation of its members.
“…science education [is] composed not only of many parts and problems to solve,
but…many journeys, experiences, perspectives, and participation of its members”
This participation is necessarily guided to include society’s inter-related spiritual and cultural encounters
at all levels. The diversity within such a structure provides a multitude of applications and scenarios by
which deep learning may be accomplished and effective. The diversity within provides understanding
rather than fear or trepidation; the context provides capture of the learner’s attention. One that is
meaningful rather than pedestrian in manner or scope. It is like the Earth’s atmosphere or our natural
environment exhibiting many twists and turns and presenting us with new possibilities and outcomes;
some we perceive to be unexpected based on our own past experiences and perspectives. It is the
collection and mix of all of these behaviors that imbue us with a sense of meaning and purpose relative
to our own lives and place in the world when we respond to the vagaries and impersonal nature of our
environments. It is the context in which we achieve Science Learning.
Thus for students in an educational process, situated learning experiences must always be present for
relevant and deep learning to be successful, retained, and applicable when new observations and
contexts arise. If they do not see the implications to their lives, or the livelihood of others – or the
necessity of diversity, then there is little incentive for deep learning. Science Learning devolves into a
series of statements or a collection of facts and figures that can be readily cited but of little lasting value.
Yet the “creation” of relevance is not found simply by providing case studies or the use of simulations –
the student’s equivalent to an answer key. It is found in an academic setting with a research-based and
guided investigative framework with practicum opportunities so that textbook conceptualizations may
be applied in the appropriate societal milieu, always accounting for context and relevancy – and always
containing significant amounts and types of diversity. These allow students to experience the full scope,
breadth, and depth of information with the construct needed for their individual learning for universal
and appropriate application.](https://image.slidesharecdn.com/75c37166-8515-4db3-bde9-9208082c3172-160105160723/85/A-VILLAGE-for-Science-Learning-2-320.jpg)
![G l o b a l S c i e n c e P a g e | 3
“A VILLAGE for Science Learning” All rights reserved
“relevance is not found simply by providing case studies or the use of simulations… It is
found…with a research-based and guided investigative framework…with practicum
opportunities…[and] appropriate societal milieu…for context and relevancy”
In other words, a diversity of input is essential to the process of learning; and that diversity is provided
by the peoples involved, societal structures, a variety of scientific perspectives, and how they are
presented, determined, and found. To fully appreciate the myriad elements involved, the Science
Learning process must include an immersive discovery of evidence. Discovery offers a collaborative
opportunity among disciplines, faculty, and students to learn through multiple pedagogies while
investigating the world around them and their intimate relationships with any portion of that world. For
example, the use of research methodologies and mechanisms in the sciences to examine the world can
mirror those of policy development, response, management, and other forms of investigation found in
the liberal arts. These too are essential to Science Learning.
It is this commonality of discovery that helps students learn how to define and refine societal needs and
maintain perspective with regard to the intent of investigations and projects on the local and global
scale. This is the framework in which national laws serve to integrate concerns, needs, and challenges of
each population and culture in an attempt to offer an effective and true balance. Understanding these
requires analysis of interactions, interdependencies, historical context, and society’s desires. Scientific
judgement, like an account ledger, only provides answers to specific problems and issues – it does not
readily translate to each unique situation or circumstance nor does it always allow for the human
dimension unless the dynamics of both are coupled from the beginning of the investigation.
“Scientific judgement…provides answers to specific problems and issues – it does not
readily translate to each unique situation or circumstance nor does it always allow for
the human dimension unless…coupled from the beginning of the investigation.”
This suggests that the apparent and commonly reported opposition between science and society is
often rooted within misunderstandings of dilemmas, their global implications, and how decision-making
is accomplished. A transdisciplinary inquiry-based approach inclusive of multiple perspectives (as well as
society’s wills, wants, and needs) allows for integration of situational awareness that can be applied
universally. Humanity and societal systems must be tied-into academic context and vice versa for deep
Science Learning. This can be accomplished at all levels in academia whether through extra-curricular
activities, class time, coursework and projects, outreach, sports, the arts, service programs, or via on and
off campus events.
Science Learning is not one dimensional nor apart from the whole academic enterprise. Academia
provides for mutual context and interaction, deep learning modalities, and awareness that imbue
ownership and lifelong learning. But these are not simply programmatic. They require diversity, active
participation, and meaningful dialogue. When presented in a holistic manner, education for Science
Learning allows for effective discovery such that the response enterprise may be effective, robust,
flexible, and adaptable (even evolutionary) so as to remain pertinent and relevant to the human
condition and the learner.
This transformational process of Science Learning is continuous and incorporates the need to know, to
act, and to consider the “bigger why”. It demands and requires a VILLAGE for Science Learning and it is
this VILLAGE that allows us to “re-create” the world around us with understanding and practicality](https://image.slidesharecdn.com/75c37166-8515-4db3-bde9-9208082c3172-160105160723/85/A-VILLAGE-for-Science-Learning-3-320.jpg)
![G l o b a l S c i e n c e P a g e | 4
“A VILLAGE for Science Learning” All rights reserved
If we fail to see Science Learning as a VILLAGE encounter, then we fail to include the human and societal
dimensions that make it relevant to us.
Dr. Paul J. Croft
Atmospheric, Environmental, & Climate Scientist
Education, Policy, and Consulting
For further background and information, see also…
www.linkedin.com/pub/paul-j-croft/12/713/aba/ and
https://www.researchgate.net/profile/Paul_Croft2/
Post-script
Any village is defined by its components, including its highly diverse members. These members bring a
wealth of variety, perspective, and experience to observing, analyzing, and understanding our world
from practical and scientific points of view. They define who we are, what we know, where we belong
within the world, how we may interact – both positively and negatively – and when and why we must be
active participants. Collectively our Science Learning VILLAGE envisions the use of multiple perspectives
which make for robust decision-making and responses that can always work to our mutual advantage.
[Written/Posted: January 2016]
Disclaimer: The views and opinions expressed are those of the author and intended for educational use.
All rights reserved.](https://image.slidesharecdn.com/75c37166-8515-4db3-bde9-9208082c3172-160105160723/85/A-VILLAGE-for-Science-Learning-4-320.jpg)
A VILLAGE for Science Learning
- 1. G l o b a l S c i e n c e P a g e | 1 “A VILLAGE for Science Learning” All rights reserved A VILLAGE for Science Learning - Dr. Paul J. Croft Academia as a Vehicle Invested in Life, Living, and Application through a Guided Education – A VILLAGE for Science Learning The recent and always present unrest that occurs locally and around the world is more often displayed and reported upon as an issue, problem, or crisis. Such events capture our attention and can act to enhance personal fears and trepidation, particularly of unknown situations, peoples, and calamities. Whether this is due to concerns and uncertainty about a new viral strain, the impact of changing economies in a global marketplace, the mass exodus of people from war-torn regions, or natural disasters; we want to know what it is, how it will impact us, who will decide the response, when the response will take place, where “we are” as part of that process and subsequent actions, and why. Yet to perceive, report, and interpret local and world events solely as dangers to society and individuals is impractical – as is expecting the answers to be straightforward and instantaneous. In fact it should make us question the very wisdom of a viewpoint that focuses on a short-term reactionary response – particularly where science education and learning is involved. Instead it should make us want to ask the “bigger why” so that we may learn to better respond to a situation in both the short and long term; especially for those situations that recur regularly. Unfortunately for those in a classroom setting, a more methodical and less narrow view takes a great deal of time and patience to master. It is not simply knowing the facts, the formula to apply, or solving the staged-problems and “moving on” to the next assignment or topic. It simply takes time to learn science well. Science Learning is “not simply knowing the facts, the formula to apply, or solving the staged-problems and “moving on”… It simply takes time to learn science well.” Just like a child learning to roll over, crawl, or stand – let alone walk – we make use of our ability to observe the world as natural born scientists. It is the collection of observations, analyzed and tested by a
- 2. G l o b a l S c i e n c e P a g e | 2 “A VILLAGE for Science Learning” All rights reserved child, which leads them to begin the creation of their own systematic application of trial and error to achieve intended goals. This manner of learning and response, usually in the presence of positive feedback from parents (society), or even negative feedback from siblings (competition), is then modified based upon the context within which a child resides and operates. The environment leads to a variety of learning outcomes that helps the child to create both a toolkit for problem solving as well as an answer- set and investigative methodology. These are later applied and modified almost instinctively to new situations and to gain new perspectives. Now consider the “World of Academia” in the Science Learning process. One of the intents of higher education is to provide a context for learning within which issues, problems, and crises may be employed as educational tools. The context requires creation and evolution of conceptual models and consideration of the characteristics and behaviors of the society that create the context itself. In other words it considers the underlying factors and specific motivations – much like a Greek Tragedy. It thus requires knowledge of all parts and the peoples involved and an understanding of how these work in an interdependent – and often opposing or contradictory manner. This means that science education can and should be viewed as a process composed not only of many parts and problems to solve, but also of the many journeys, experiences, perspectives, and participation of its members. “…science education [is] composed not only of many parts and problems to solve, but…many journeys, experiences, perspectives, and participation of its members” This participation is necessarily guided to include society’s inter-related spiritual and cultural encounters at all levels. The diversity within such a structure provides a multitude of applications and scenarios by which deep learning may be accomplished and effective. The diversity within provides understanding rather than fear or trepidation; the context provides capture of the learner’s attention. One that is meaningful rather than pedestrian in manner or scope. It is like the Earth’s atmosphere or our natural environment exhibiting many twists and turns and presenting us with new possibilities and outcomes; some we perceive to be unexpected based on our own past experiences and perspectives. It is the collection and mix of all of these behaviors that imbue us with a sense of meaning and purpose relative to our own lives and place in the world when we respond to the vagaries and impersonal nature of our environments. It is the context in which we achieve Science Learning. Thus for students in an educational process, situated learning experiences must always be present for relevant and deep learning to be successful, retained, and applicable when new observations and contexts arise. If they do not see the implications to their lives, or the livelihood of others – or the necessity of diversity, then there is little incentive for deep learning. Science Learning devolves into a series of statements or a collection of facts and figures that can be readily cited but of little lasting value. Yet the “creation” of relevance is not found simply by providing case studies or the use of simulations – the student’s equivalent to an answer key. It is found in an academic setting with a research-based and guided investigative framework with practicum opportunities so that textbook conceptualizations may be applied in the appropriate societal milieu, always accounting for context and relevancy – and always containing significant amounts and types of diversity. These allow students to experience the full scope, breadth, and depth of information with the construct needed for their individual learning for universal and appropriate application.
- 3. G l o b a l S c i e n c e P a g e | 3 “A VILLAGE for Science Learning” All rights reserved “relevance is not found simply by providing case studies or the use of simulations… It is found…with a research-based and guided investigative framework…with practicum opportunities…[and] appropriate societal milieu…for context and relevancy” In other words, a diversity of input is essential to the process of learning; and that diversity is provided by the peoples involved, societal structures, a variety of scientific perspectives, and how they are presented, determined, and found. To fully appreciate the myriad elements involved, the Science Learning process must include an immersive discovery of evidence. Discovery offers a collaborative opportunity among disciplines, faculty, and students to learn through multiple pedagogies while investigating the world around them and their intimate relationships with any portion of that world. For example, the use of research methodologies and mechanisms in the sciences to examine the world can mirror those of policy development, response, management, and other forms of investigation found in the liberal arts. These too are essential to Science Learning. It is this commonality of discovery that helps students learn how to define and refine societal needs and maintain perspective with regard to the intent of investigations and projects on the local and global scale. This is the framework in which national laws serve to integrate concerns, needs, and challenges of each population and culture in an attempt to offer an effective and true balance. Understanding these requires analysis of interactions, interdependencies, historical context, and society’s desires. Scientific judgement, like an account ledger, only provides answers to specific problems and issues – it does not readily translate to each unique situation or circumstance nor does it always allow for the human dimension unless the dynamics of both are coupled from the beginning of the investigation. “Scientific judgement…provides answers to specific problems and issues – it does not readily translate to each unique situation or circumstance nor does it always allow for the human dimension unless…coupled from the beginning of the investigation.” This suggests that the apparent and commonly reported opposition between science and society is often rooted within misunderstandings of dilemmas, their global implications, and how decision-making is accomplished. A transdisciplinary inquiry-based approach inclusive of multiple perspectives (as well as society’s wills, wants, and needs) allows for integration of situational awareness that can be applied universally. Humanity and societal systems must be tied-into academic context and vice versa for deep Science Learning. This can be accomplished at all levels in academia whether through extra-curricular activities, class time, coursework and projects, outreach, sports, the arts, service programs, or via on and off campus events. Science Learning is not one dimensional nor apart from the whole academic enterprise. Academia provides for mutual context and interaction, deep learning modalities, and awareness that imbue ownership and lifelong learning. But these are not simply programmatic. They require diversity, active participation, and meaningful dialogue. When presented in a holistic manner, education for Science Learning allows for effective discovery such that the response enterprise may be effective, robust, flexible, and adaptable (even evolutionary) so as to remain pertinent and relevant to the human condition and the learner. This transformational process of Science Learning is continuous and incorporates the need to know, to act, and to consider the “bigger why”. It demands and requires a VILLAGE for Science Learning and it is this VILLAGE that allows us to “re-create” the world around us with understanding and practicality
- 4. G l o b a l S c i e n c e P a g e | 4 “A VILLAGE for Science Learning” All rights reserved If we fail to see Science Learning as a VILLAGE encounter, then we fail to include the human and societal dimensions that make it relevant to us. Dr. Paul J. Croft Atmospheric, Environmental, & Climate Scientist Education, Policy, and Consulting For further background and information, see also… www.linkedin.com/pub/paul-j-croft/12/713/aba/ and https://www.researchgate.net/profile/Paul_Croft2/ Post-script Any village is defined by its components, including its highly diverse members. These members bring a wealth of variety, perspective, and experience to observing, analyzing, and understanding our world from practical and scientific points of view. They define who we are, what we know, where we belong within the world, how we may interact – both positively and negatively – and when and why we must be active participants. Collectively our Science Learning VILLAGE envisions the use of multiple perspectives which make for robust decision-making and responses that can always work to our mutual advantage. [Written/Posted: January 2016] Disclaimer: The views and opinions expressed are those of the author and intended for educational use. All rights reserved.