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The Future in Learning Science: What’s in it for the Learner? pp 193–212Cite as

The Elephant in the Room: Emotional Literacy/Intelligence, Science Education, and Gender

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Abstract

This chapter suggests deep far-reaching changes to the science classroom. It looks to the future of science education by considering possible changes that take into account debates on the nature of science. Science can be seen as an objective search for truth and/or as an activity involving social and emotional processes that are influenced by the paradigm that scientists are working in. Through considering the impact of these debates, the content and issues that could be included in the science classroom are considered. The chapter discusses how this would change the image of science in ways that would appeal to students and enable them to better understand the role of co-operation and emotion in scientific advancement. It is argued that such a science education could produce students who grow into enthusiastic scientists who would continue to contribute to scientific developments while also considering values and the ethical and moral questions that are central to a more sustainable and peaceful world.

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Authors and Affiliations

  1. Kings College London, London, UK

    Brian Matthews

Authors
  1. Brian Matthews
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Editor information

Editors and Affiliations

  1. Monash University, Clayton, Victoria, Australia

    Deborah Corrigan

  2. University of Waikato, Hamilton, Waikato, New Zealand

    Cathy Buntting

  3. University of Bristol, London, United Kingdom

    Justin Dillon

  4. University of Waikato, Hamilton, Waikato, New Zealand

    Alister Jones

  5. Monash University, Clayton, Victoria, Australia

    Richard Gunstone

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Matthews, B. (2015). The Elephant in the Room: Emotional Literacy/Intelligence, Science Education, and Gender. In: Corrigan, D., Buntting, C., Dillon, J., Jones, A., Gunstone, R. (eds) The Future in Learning Science: What’s in it for the Learner?. Springer, Cham. https://doi.org/10.1007/978-3-319-16543-1_10

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