Changing Values in Science Education and the Emergence of Science Gallery

Citation: Roche, J., Murphy, C. (2020). Changing Values in Science Education and the Emergence of Science Gallery. In: Corrigan, D., Buntting, C., Fitzgerald, A., Jones, A. (eds) Values in Science Education. Springer, Cham.
DOI: 10.1007/978-3-030-42172-4_6
In book: Values in Science Education (pp.91-104)
ISBN: 978-3-030-42171-7

In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes havebeen rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges.

In Chapter Six: Changing Values in Science Education and the Emergence of Science Gallery (2020), Clare Murphy and Joseph Roche uses Science Gallery Dublin, and Science Gallery International, as a context to reflect changing values in science education. The galleries and touring exhibitions have reached millions of people worldwide through transdisciplinary programmes feature emerging research and ideas from the worlds of art, science, design and technology, presented in connective, participative, and surprising ways. The chapter highlights the changing goals of Science Gallery International, and a shift in informal science education pedagogy to encompass increasing interdisciplinarity.