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Standpoints for Redesigning Science Education: Valuing personal experience

Format: Papers, RSD12, RSD12 Papers Pre-release

Connie Svabo, Katrine Bergkvist and Maiken Svendsen
This research focuses on the crucial task of redesigning science education through the lens of transdisciplinary collaboration. It recognizes the wicked challenges present in science education and aims to address them by presenting the standpoints of two Ph.D. students, offering valuable insights from their generational perspective. The first student, specializing in biology, highlights the peripheral role assigned to the full sensorium in science education, advocating for the integration of sensory experiences to enhance learning outcomes. The second student, a mathematician and physicist, emphasizes the need to foster mutual respect and recognize the value of diverse fields within science education, countering demeaning comments and perceptions of teaching as inferior.
Drawing on cybernetics, standpoint theory, and autoethnography, this research develops a position from which to explore and value personal experience as standpoints for redesigning science education. Cybernetics, standpoint theory and autoethnography have distint theoretical foundations and methodologies, but they share a focus on the situated, contextual and iterative nature of knowledge production. They involve self-reflection and reflexivity, recognizing the influence of personal experiences and social positions on research. Within the framework of systemic design research, these approaches facilitate transgenerational collaboration by developing voices that respond to fundamental questions about one’s worldview, desires, and aspirations for change. They enable a contextual understanding of education as complex adaptive systems and emphasize the nested complexity of systems within systems. On the basis of this theoretical and methodological bricolage, researchers’ personal experiences may be explored also in the context of science education. Do science education researchers’ personal experiences inform their motivation and shape their desire to do research?
Andrew Pickering, a cybernetician, physicist, and science and technology studies scholar, envisions a future of education grounded in cybernetics, design, and performative knowledge production. He proposes a transformation towards dynamic and participatory approaches to teaching and learning, where design becomes a tool for students to shape their educational journey. By engaging in design activities, students develop problem-solving skills, critical thinking, and agency. This vision aligns with the goal of making education more relevant, empowering, and responsive to the challenges of the contemporary world.
The standpoints of science graduates undertaking science education research serve as feedback loops in the complex, adaptive system of education. Reflection across generations and intergenerational conversations at this conference provide essential input for the redesign of science education
Keywords: Inter- and transdisciplinary education
Educational Systems
Systemic design
Science education
Standpoint theory
Andrew Pickering
Design for education
Transgenerational collaboration




Citation Data

Author(s): Connie Svabo, Katrine Bergkvist and Maiken Svendsen
Year: 2023
Title: Standpoints for Redesigning Science Education: Valuing personal experience
Published in: Proceedings of Relating Systems Thinking and Design
Volume: RSD12
Article No.: pre-release
Host: Georgetown University
Location: Washington DC, USA
Symposium Dates: October 6–20, 2023
First published: 30 September 2023
Last update: no update
Publisher Identification: ISSN 2371-8404

Proceedings of Relating Systems Thinking and Design, RSD12

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