Glocalization and Sustainability of Science Education Research and Practice

As I mentioned in my speech during the 2016 conference awards luncheon, more and more data are becoming available to us. Global data such as TIMSS and PISA are giving us a chance to gauge both the differences and the similarities among different countries and regions in terms of science learning. For the coming 2017 NARST annual international conference, the theme was set to bring science education researchers and educators together to ponder how we can connect with each other through research, make good use of international big data, and produce healthy and successful local learning environments.

Research published in international journals has often combined academic resources with multinational, if not intercontinental, coordination. This work has pushed the field of science education research forward on a global scale. But what does this mean for science education practice?

Perhaps Glocalization? We know that effective science education can help children benefit from both local science teaching and global interaction. Through Globalization, the international science community benefits from countries sharing their research and educational outcomes, as well as using international monitoring systems, but science learning is most effective when science concepts are taught within the local contexts with which students are familiar. From here, children can develop glocal literacy, glocal learning strategies, glocalleadership, and glocal vision in science education. And this will help researchers and policymakers co-construct healthier learning environments that provide a collaborative atmosphere for fostering global citizens’ scientific literacy.

Therefore, the theme of 2017 conference will be Glocalization and Sustainability of Science Education Research and Practice. This glocalization should continuously play a role in facilitating a dynamic and interconnected community and in sustaining research and practice outcomes. Glocalization will move the science education field towards greater collaboration (and communication) instead of competition among children, science teachers, science education researchers, and policymakers.

Big data is providing us with both the localized and the global dimension to our research. The seemingly contradictory needs of a globalized vision and localized accommodation have revealed a true challenge for all science educators, regardless of where they are from. Glocalization of science education is, thus, as pressing as ever. Therefore, I would like to ask you to think about what glocalization means to you and your field of research. We will all be very interested in hearing your thoughts next year when we meet again in San Antonio.

Mei-Hung Chiu, NARST President