Abstract

In this paper I report on the effectiveness of integrally informed futures scenario writing for developing undergraduate students’ understanding of, and dispositions towards, contemporary issues associated with science. The aim of future scenario writing is to develop students’ disposition for foresight and to provide a synthesizing mechanism for cognitive, affective, and ethical learning. The approach also calls upon higher order thinking, and in particular integrally informed futures thinking. Integral and futures thinking are not widely used explicitly in science learning in schools. The participating students are co-researchers and have undertaken undergraduate general studies courses in science.