Peace in science education: a literature review

ABSTRACT

Science education has historically been viewed both as a tool to advance competitiveness as well as to improve the human condition. However, science education as it is enacted at a systemic level often presents itself in over-simplified (and typically Westernized) form that does not fully lend teachers and students the opportunity to explore the relationship between science and peace. This article explores science education literature through the lens of peace education frameworks to look for opportunities to explicitly acknowledge the possibility for the integration between these two fields. The review revealed four major themes in science education literature with connections to peace education, including (1) ‘science for all’ initiatives, (2) science-technology-society and socio-scientific issues movements, (3) decolonization and diversity, and (4) science education as political activism. This article provides recommendations for emphasizing these themes in the context of science education standards, teaching resources, and teacher education programs.

KEYWORDS:

• Peace education
• science education
• science
• integration
• decolonization

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research is not affiliated with any funding source.