FEDORA researches futures thinking in science education. Why, how and with whom should we build these new views for the needed transformation in schools, in informal and formal contexts. The research published during the execution of the FEDORA project is shown here.
Barelli, E., & Levrini, O. (2022). Computational simulations at the interface of physics and society: a teaching-learning module for high school students.
Il Nuovo Cimento C, 6. doi:10.1393/ncc/i2022-22213-6.
In this paper, we present the principles at the basis of the design of a teaching-learning module on simulations of complex systems and implemented in a course organized by the Department of Physics and Astronomy “A. Righi” of the University of Bologna for university orientation.
Barelli, E. (2022). Imagining the school of the future through computational simulations: Scenarios’ sustainability and agency as keywords.
Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.897582
In this paper, we present a teaching-learning module targeted to upper high-school students on simulations of complex systems.
Laherto, A. (2021). Kestävä tulevaisuus täytyy ensin osata kuvitella, Ympäristökasvatus Teema 2021, pp. 24-25.
Rasa, T., & Laherto, A. (2022). Young people’s technological images of the future: implications for science and technology education.
European Journal of Futures Research, 10(1), 1-15.
Laherto, A., & Rasa, T. (2022). Facilitating transformative science education through futures thinking.
On the Horizon, 30(2), 96-103.
Erduran, S. & Ioannidou, O. (2021). Managing the future: How can STEM education help?
Diàlegs , June, No. 2, pp.60-63
Erduran, S. (2021). Boosting scientific knowledge at a time of Covid-19 scepticism.
Crossword Magazine, p.6, St Cross College, Oxford, UK.
Ioannidou, O., & Erduran, S. (2022). Policymakers' views of future-oriented skills in science education: Perspectives from England, Italy, Finland, and Lithuania.
Frontiers in Education. https://doi.org/10.3389/feduc.2022.910128
