‘Event‐centred‐learning’: an approach to teaching science technology and societal issues in two countries

This paper addresses the shaping of an approach to teaching called Event‐Centred‐Learning (ECL). This approach has grown from a joint project, begun in 1991, between two institutions in the UK and Brazil. Its main objectives have been to promote common research interests in the field of science education in secondary schools, in teacher education and in postgraduate studies, both in the UK and in Brazil. This has been achieved through a programme of organised visits between academics, ECL has been developed for use in the teaching of issues within Science, Technology and Society (STS). The main features of the ECL approach are: the exploration of real events or circumstances constructed from TV and newspaper reports, articles, books and popular accounts; an emphasis on 'real life' problem‐solving through active classroom tasks, such as preparing a television programme and the use of role play and drama; the integration of aspects linked to science and technology in a social context. So far, two modules related to nuclear technology issues have been developed and used in both countries. One of the modules concerns the 1897 Goiania rioactive accident in Brazil., the other with the policy of construction of nuclear power plants in that country. The themes were chosen because there are commonalities in these issues in both UK and Brazil. The modules generated interest and motivation with some need for further development.