Presentation Information
[U13-03]Future Teachers as Mediators between Science and Society: Teacher Education as the Frontline of Trust and Co-creation
*Wonsuh SONG1 (1.Shumei University)
Keywords:
Science–Society Relations,Teacher Education,Trust Building,Co-creation,Earth and Planetary Science Education
Discussions on science–society relations often focus on research institutions, policy frameworks, or communication between experts and the public. However, this presentation argues that science–society relations are not formed only in laboratories or academic arenas. Rather, teacher education constitutes one of the most critical frontlines where trust in science and mutual understanding with society are continuously shaped.
Earth and Planetary Sciences, including geography, inherently examine the interactions between natural systems and human society. Despite this, science education has frequently been framed as the transmission of objective facts, reinforcing a one-directional model of knowledge transfer. This presentation repositions Earth and Planetary Science education as a relational practice, emphasizing how scientific knowledge is interpreted, contextualized, and socially embedded through educational experiences.
Drawing on educational practices at the School of Teacher Education at Shumei University, the presentation introduces overseas field-based learning programs in which pre-service teachers engage in integrated learning that combines natural environments, social environments, language use, and cultural exchange. In these programs, students are not passive participants but active contributors who create and share learning content based on their observations and reflections. Through this process, students experience the role of mediators who connect scientific knowledge with social contexts.
The presentation examines how such experiences transform students’ perceptions of science—from viewing it as a collection of established facts to understanding it as a process of meaning-making in society. By redefining future teachers not merely as transmitters of knowledge but as mediators and co-creators of science–society relations, this study highlights the crucial role of teacher education in rebuilding trust and fostering co-creation between science and society.
Earth and Planetary Sciences, including geography, inherently examine the interactions between natural systems and human society. Despite this, science education has frequently been framed as the transmission of objective facts, reinforcing a one-directional model of knowledge transfer. This presentation repositions Earth and Planetary Science education as a relational practice, emphasizing how scientific knowledge is interpreted, contextualized, and socially embedded through educational experiences.
Drawing on educational practices at the School of Teacher Education at Shumei University, the presentation introduces overseas field-based learning programs in which pre-service teachers engage in integrated learning that combines natural environments, social environments, language use, and cultural exchange. In these programs, students are not passive participants but active contributors who create and share learning content based on their observations and reflections. Through this process, students experience the role of mediators who connect scientific knowledge with social contexts.
The presentation examines how such experiences transform students’ perceptions of science—from viewing it as a collection of established facts to understanding it as a process of meaning-making in society. By redefining future teachers not merely as transmitters of knowledge but as mediators and co-creators of science–society relations, this study highlights the crucial role of teacher education in rebuilding trust and fostering co-creation between science and society.