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<p>Science education in the United States has undergone significant changes over the past two centuries and over the last quarter century has evolved into a learner-centered, inquiry-based shift. Yet this shift remains unevenly realized in schools. This perspective article offers a conceptual synthesis. The paper examines the transformation from traditional content transmission to teaching strategies that engage students’ thinking, foster critical analysis, and empower learners to interpret both natural and sociopolitical dimensions of scientific inquiry. I propose incorporating a humanistic and phenomena-driven approach to educate the whole child. Drawing on historical perspectives, current frameworks such as the Next Generation Science Standards (NGSS) and the Framework for K–12 Science Education, socioscientific issues scholarship, and recent studies on equity and inclusion in STEM, this paper argues that science education should not focus on the transmission of canonical knowledge but on preparing students for scientific literacy, ethical reasoning, civic engagement, and lifelong problem solving. The article illustrates how anchoring phenomena can support three-dimensional learning that integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts. Recent empirical and policy literature is woven into the discussion to highlight the ongoing need for humanistic science education that is responsive to both scientific advances and civic engagement.</p>

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Humanistic science education and epistemic agency in phenomena-driven classrooms

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月9日

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  • Paulo Andreas Oemig

摘要

Science education in the United States has undergone significant changes over the past two centuries and over the last quarter century has evolved into a learner-centered, inquiry-based shift. Yet this shift remains unevenly realized in schools. This perspective article offers a conceptual synthesis. The paper examines the transformation from traditional content transmission to teaching strategies that engage students’ thinking, foster critical analysis, and empower learners to interpret both natural and sociopolitical dimensions of scientific inquiry. I propose incorporating a humanistic and phenomena-driven approach to educate the whole child. Drawing on historical perspectives, current frameworks such as the Next Generation Science Standards (NGSS) and the Framework for K–12 Science Education, socioscientific issues scholarship, and recent studies on equity and inclusion in STEM, this paper argues that science education should not focus on the transmission of canonical knowledge but on preparing students for scientific literacy, ethical reasoning, civic engagement, and lifelong problem solving. The article illustrates how anchoring phenomena can support three-dimensional learning that integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts. Recent empirical and policy literature is woven into the discussion to highlight the ongoing need for humanistic science education that is responsive to both scientific advances and civic engagement.