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COMMUNITY:
Peer-reviewed article

Time to teach post-normal science communication? Fostering the engagement of the extended peer community in an academic course of Environmental Sciences

October 8, 2018 | Public Programs, Informal/Formal Connections

In November 2016, within an Environmental studies course at the University of Venice, students carried out an experiment aimed at collecting scenarios of the Venetian coast's future starting from lessons learnt during the episode of storm surge 50 years ago (Aqua Granda ‘flood’). The students built scenarios able to anticipate the effect of sea level rise on coastal areas in Venice, based not only on scientific input but also on a methodology called “Futurescape city Tours” (FCT) involving inhabitants of the barrier islands of Lido and Pellestrina. This paper will explore three main questions: (i) Can participatory and experiential methodologies, such as FCT help students behave in an anticipatory and inclusive way in their future professional activities? (ii) Can we talk about post-normal science teaching? — i.e. one that acknowledges and works with science and other knowledges to address societal issues? (iii) Can such an approach challenge students thinking in relation to knowledge hierarchies?

TEAM MEMBERS

  • Alba L’Astorina
    Author
    Italian National Research Council (CNR)
  • Alessia Ghezzi
    Author
    European Commission
  • Stefano Guerzoni
    Author
    International Marine Center of Oristan
  • Emanuela Molinaroli
    Author
    University Ca’ Foscari Venice
  • Citation

    ISSN : 1824-2049
    DOI : 10.22323/2.17040802
    Publication Name: Journal of Science Communication
    Volume: 17
    Number: 4
    Resource Type: Research Products
    Discipline: Engineering | General STEM | Geoscience and geography
    Audience: Undergraduate/Graduate Students | Educators/Teachers | Scientists
    Environment Type: Public Programs | Park, Outdoor, and Garden Programs | Informal/Formal Connections | Higher Education Programs

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