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Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. / Sjöström, Jesper; Frerichs, Nadja; Zuin, Vânia G. et al.
In: Studies in Science Education, Vol. 53, No. 2, 03.07.2017, p. 165-192.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Sjöström, J, Frerichs, N, Zuin, VG & Eilks, I 2017, 'Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning', Studies in Science Education, vol. 53, no. 2, pp. 165-192. https://doi.org/10.1080/03057267.2017.1384649

APA

Sjöström, J., Frerichs, N., Zuin, V. G., & Eilks, I. (2017). Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education, 53(2), 165-192. https://doi.org/10.1080/03057267.2017.1384649

Vancouver

Sjöström J, Frerichs N, Zuin VG, Eilks I. Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education. 2017 Jul 3;53(2):165-192. doi: 10.1080/03057267.2017.1384649

Bibtex

@article{7323feb7b65f4f468d154079bab0a4fb,
title = "Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning",
abstract = "Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt{\textquoteright}s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.",
keywords = "Bildung, citizenship education, Didaktik, educational metatheory, emancipation, environmental education, philosophy of science education, socio-scientific issues, visions of scientific literacy, Chemistry",
author = "Jesper Sj{\"o}str{\"o}m and Nadja Frerichs and Zuin, {V{\^a}nia G.} and Ingo Eilks",
note = "Publisher Copyright: {\textcopyright} 2017 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2017",
month = jul,
day = "3",
doi = "10.1080/03057267.2017.1384649",
language = "English",
volume = "53",
pages = "165--192",
journal = "Studies in Science Education",
issn = "0305-7267",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning

AU - Sjöström, Jesper

AU - Frerichs, Nadja

AU - Zuin, Vânia G.

AU - Eilks, Ingo

N1 - Publisher Copyright: © 2017 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2017/7/3

Y1 - 2017/7/3

N2 - Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.

AB - Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.

KW - Bildung

KW - citizenship education

KW - Didaktik

KW - educational metatheory

KW - emancipation

KW - environmental education

KW - philosophy of science education

KW - socio-scientific issues

KW - visions of scientific literacy

KW - Chemistry

UR - http://www.scopus.com/inward/record.url?scp=85031086923&partnerID=8YFLogxK

U2 - 10.1080/03057267.2017.1384649

DO - 10.1080/03057267.2017.1384649

M3 - Journal articles

AN - SCOPUS:85031086923

VL - 53

SP - 165

EP - 192

JO - Studies in Science Education

JF - Studies in Science Education

SN - 0305-7267

IS - 2

ER -

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