October 8th, 2018 | RESEARCH
In November 2016, within an Environmental studies course at the University of Venice, students carried out an experiment aimed at collecting scenarios of the Venetian coast's future starting from lessons learnt during the episode of storm surge 50 years ago (Aqua Granda âfloodâ). The students built scenarios able to anticipate the effect of sea level rise on coastal areas in Venice, based not only on scientific input but also on a methodology called âFuturescape city Toursâ (FCT) involving inhabitants of the barrier islands of Lido and Pellestrina. This paper will explore three main questions: (i) Can participatory and experiential methodologies, such as FCT help students behave in an anticipatory and inclusive way in their future professional activities? (ii) Can we talk about post-normal science teaching? â i.e. one that acknowledges and works with science and other knowledges to address societal issues? (iii) Can such an approach challenge students thinking in relation to knowledge hierarchies?
Document
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Team Members
Alba LâAstorina, Author, Italian National Research Council (CNR)Alessia Ghezzi, Author, European Commission
Stefano Guerzoni, Author, International Marine Center of Oristan
Emanuela Molinaroli, Author, University Caâ Foscari Venice
Citation
Identifier Type: ISSN
Identifier: 1824-2049
Identifier Type: DOI
Identifier: 10.22323/2.17040802
Publication: Journal of Science Communication
Volume: 17
Number: 4
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Audience: Educators | Teachers | Scientists | Undergraduate | Graduate Students
Discipline: Engineering | General STEM | Geoscience and geography
Resource Type: Peer-reviewed article | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections | Park | Outdoor | Garden Programs | Public Programs