Young people’s technological images of the future: implications for science and technology education

Ahvenharju S, Lalot F, Minkkinen M, Quiamzade A (2021) Individual futures consciousness: psychology behind the five-dimensional futures consciousness scale. Futures 128:102708. https://doi.org/10.1016/j.futures.2021.102708

Aikenhead GS, Ryan AG (1992) The development of a new instrument: ‘views on science—technology—society’ (VOSTS). Sci Educ 76(5):477–491. https://doi.org/10.1002/sce.3730760503

Angheloiu C, Sheldrick L, Tennant M (2020) Future tense: exploring dissonance in young people’s images of the future through design futures methods. Futures 117:102527. https://doi.org/10.1016/j.futures.2020.102527

Ankiewicz P, De Swardt E, De Vries MJ (2006) Some implications of the philosophy of technology for science, technology and society (STS) studies. Int J Technol Des Educ 16(2):117–141. https://doi.org/10.1007/s10798-005-3595-x

Bauchspies W, Croissant J, Restivo S (2006) Science, technology, and society: a sociological approach. Blackwell Publishing

Bencze L, Pouliot C, Pedretti E, Simonneaux L, Simonneaux J, Zeidler D (2020) SAQ, SSI and STSE education: defending and extending “science-in-context”. Cult Stud Sci Educ 15:825–851. https://doi.org/10.1007/s11422-019-09962-7

Besley JC (2013) The state of public opinion research on attitudes and understanding of science and technology. Bull Sci Technol Soc 33(1-2):12–20. https://doi.org/10.1177/0270467613496723

Börjeson L, Höjer M, Dreborg KH, Ekvall T, Finnveden G (2006) Scenario types and techniques: towards a user’s guide. Futures 38(7):723–739. https://doi.org/10.1016/j.futures.2005.12.002

Borup M, Brown N, Konrad K, Van Lente H (2006) The sociology of expectations in science and technology. Technol Anal Strateg Manag 18(3–4):285–298. https://doi.org/10.1080/09537320600777002

Bostrom N (2013) Existential risk prevention as global priority. Glob Policy 4(1):15–31. https://doi.org/10.1111/1758-5899.12002

Braun V, Clarke V (2006) Using thematic analysis in psychology. Qual Res Psychol 3(2):77–101. https://doi.org/10.1191/1478088706qp063oa

Bybee RW (2013) The case for STEM education: challenges and opportunities. NSTA press, Arlington

Carter L, Smith C (2003) Revisioning science education from a science studies and futures perspective. J Futures Stud 7(4):45–54. https://doi.org/10.1080/03057260408560205

Clough MP (2013) Teaching about the nature of technology: issues and pedagogical practices. In: Clough MP, Olson JK, Niederhauser DS (eds) The nature of technology: implications for learning and teaching. Springer Science & Business Media, Rotterdam

Cook J (2016) Young adults’ hopes for the long-term future: from re-enchantment with technology to faith in humanity. J Youth Stud 19(4):517–532. https://doi.org/10.1080/13676261.2015.1083959

ESPAS (2015) Global trends to 2030: can the EU meet the challenges ahead? An inter-institutional EU project. Publications Office of the European Union, Luxembourg

European Commission (2013) Special Eurobarometer 401: responsible research and innovation (RRI), science and technology (no. 401). European Commission, Brussels

European Commission (2014) Special Eurobarometer 419: public perceptions of science, research and innovation. Office for Publications of the European Commission, Luxembourg

European Commission (2021) Standard Eurobarometer 94: public opinion in the European Union. European Union, Brussels

Facer K (2012) Taking the 21st century seriously: young people, education and socio-technical futures. Oxf Rev Educ 38(1):97–113. https://doi.org/10.1080/03054985.2011.577951

Feenberg A (2009) What is philosophy of technology? In: Jones AT, de Vries MJ (eds) International handbook of Research and Development in technology education. Brill Sense, Rotterdam, pp 159–166

Gidley JM, Hampson GP (2005) The evolution of futures in school education. Futures 37(4):255–271. https://doi.org/10.1016/j.futures.2004.07.005

Hicks D (2008) A futures perspective: lessons from the school room. In: Bussey M, Inayatullah S, Milojevic I (eds) Alternative educational futures: pedagogies for emergent worlds. Sense, Rotterdam, pp 75–90

Häggström M, Schmidt C (2021) Futures literacy – to belong, participate and act!: an educational perspective. Futures 132:102813. https://doi.org/10.1016/j.futures.2021.102813

Heikkilä K, Nevala T, Ahokas I, Hyttinen L, Ollila J (2017) Nuorten tulevaisuuskuvat 2067. Näkökulmia suomalisen yhteiskunnan kehittämiseksi, TUTU, Turku

Hodson D (2011) Looking to the future. Building a curriculum for social activism. Sense, Rotterdam

Inayatullah S (2008) Six pillars: futures thinking for transforming. Foresight 10:4–21. https://doi.org/10.1108/14636680810855991

Jensen BB (2002) Knowledge, action and pro-environmental behaviour. Environ Educ Res 8(3):325–334. https://doi.org/10.1080/13504620220145474

Jones A, Buntting C, Hipkins R, McKim A, Conner L, Saunders K (2012) Developing students’ futures thinking in science education. Res Sci Educ 42(4):687–708. https://doi.org/10.1007/s11165-011-9214-9

Kaboli SA, Tapio P (2018) How late-modern nomads imagine tomorrow? A causal layered analysis practice to explore the images of the future of young adults. Futures 96:32–43. https://doi.org/10.1016/j.futures.2017.11.004

Kerschner C, Ehlers MH (2016) A framework of attitudes towards technology in theory and practice. Ecol Econ 126:139–151. https://doi.org/10.1016/j.ecolecon.2016.02.010

Kurzweil R (2005) The singularity is near: when humans transcend biology. Viking, New York

Laherto A (2010) An analysis of the educational significance of nanoscience and nanotechnology in scientific and technological literacy. Sci Educ Int 21(3):160–175.

Levrini O, Tasquier G, Branchetti L, Barelli E (2019) Developing future-scaffolding skills through science education. Int J Sci Educ 41(18):2647–2674. https://doi.org/10.1080/09500693.2019.1693080

Levrini O, Tasquier G, Barelli E, Laherto A, Palmgren E, Branchetti L, Wilson C (2021) Recognition and operationalization of future‐scaffolding skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking. Sci Educ 105(2):281–308. https://doi.org/10.1002/sce.21612

Lloyd D, Wallace J (2004) Imaging the future of science education: the case for making futures studies explicit in student learning. Stud Sci Educ 40(1):139–177. https://doi.org/10.1080/03057260408560205

Myllyniemi S (2017) Katse tulevaisuudessa. Nuorisobarometri 2016. Grano, Helsinki

Paige K, Lloyd D (2016) Use of future scenarios as a pedagogical approach for science teacher education. Res Sci Educ 46(2):263–285. https://doi.org/10.1007/s11165-015-9505-7

Pedretti E, Nazir J (2011) Currents in STSE education: mapping a complex field, 40 years on. Sci Educ 95(4):601–626. https://doi.org/10.1002/sce.20435

Rasa T, Lavonen J, Laherto A (2022) Agency and transformative potential of technology in upper-secondary students’ images of the future: Role of futures in scientific literacy [Unpublished manuscript]. Department of Education, University of Helsinki.

Rasa T, Palmgren E, Laherto A (2022) Futurising science education: students’ experiences from a course on futures thinking and quantum computing. Instr Sci p. 1–23. https://doi.org/10.1007/s11251-021-09572-3

Raskin P, Banuri T, Gallopin G, Gutman P, Hammond A, Kates R, Swart R (2002) Great transition: the promise and lure of the times ahead, vol 1. Stockholm Environmental Institute, Boston

Rubin A (2013) Hidden, inconsistent, and influential: images of the future in changing times. Futures 45:S38–S44. https://doi.org/10.1016/j.futures.2012.11.011

Rundgren SNC (2010) Rundgren CJ (2010) SEE-SEP: from a separate to a holistic view of socioscientific issues. In: Asia-Pacific forum on science learning and teaching, the Education University of Hong Kong, department of science and environmental studies

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

Stirling A (2011) Pluralising progress: from integrative transitions to transformative diversity. Environm Innov Soc Trans 1(1):82–88. https://doi.org/10.1016/j.eist.2011.03.005

Threadgold S (2012) ‘I reckon my life will be easy, but my kids will be buggered’: ambivalence in young people's positive perceptions of individual futures and their visions of environmental collapse. J Youth Stud 15(1):17–32. https://doi.org/10.1080/13676261.2011.618490

van der Duin P, Lodder P, Snijders D (2020) Dutch doubts and desires. Exploring citizen opinions on future and technology. Futures 124:102637. https://doi.org/10.1016/j.futures.2020.102637

Zeidler DL, Sadler TD, Simmons ML, Howes EV (2005) Beyond STS: a research-based framework for socioscientific issues education. Sci Educ 89(3):357–377. https://doi.org/10.1002/sce.20048