Reprint

Teaching Sustainable Development Goals in Science Education

Edited by
October 2021
306 pages
  • ISBN978-3-0365-1557-1 (Hardback)
  • ISBN978-3-0365-1558-8 (PDF)

This book is a reprint of the Special Issue Teaching Sustainable Development Goals in Science Education that was published in

Business & Economics
Environmental & Earth Sciences
Social Sciences, Arts & Humanities
Summary

At the core of the Agenda 2030 are 17 Sustainable Development Goals (SDGs). The aim of the SDGs is to secure a sustainable, peaceful, prosperous and equitable life on Earth for everyone now and in the future. To achieve the SDGs, education for sustainable development (ESD) aims to develop competencies that empower individuals to reflect on their own actions, taking into account their current and future social, cultural, economic and environmental impacts, from a local and a global perspective. Therefore, ESD must define new knowledge, skills, values and attitudes and evaluate effective ways towards a new pedagogy. This Special Issue focuses on empirical educational research and theoretical considerations that address transformational competences in science education in the context of the SDGs. It presents new pedagogical approaches that aim to empower learners and teachers to contribute to a sustainable future and to evaluate their effectiveness in science education. Papers can focus on, e.g., new curricula or textbooks, teacher education, classroom and informal learning, whole-institution approaches, action-oriented and transformative learning approaches in science education.

Format
  • Hardback
License
© 2022 by the authors; CC BY-NC-ND license
Keywords
environmental knowledge; pro-environmental behaviors; environmental attitudes; political ecology; sustainable development; vaccination; vaccination hesitancy; decision making; teacher education; education; green chemistry; bildung education; social participation in science; democracy in science; social sustainability; chemistry education; chemical thinking; sustainable awareness; SDGs; sustainable cities and communities; eco-urban technical project; competency; compulsory education; climate change; pollution; consumerism; hunger; allergies; SDG; active informed citizenry; education for sustainable development (ESD); global citizenship; science education; trans-contextualisation; health education; science education; knowledge; decision-making; virtual reality; nature experiences; immersion; presence; emotions; education for sustainable development; return of the wolf; education for sustainable development (ESD); sustainable development goals (SDGs); diagnostic skills; cycle of matter; alternative conceptions; science education; biodiversity loss; environmental knowledge; connection to nature; connectedness to nature; INS; sustainable development goals (SDGs); education for sustainable development (ESD); sustainable diet; pupils; preconceptions; understanding; qualitative interview study; Education for Sustainable Development; Sustainable Development Goals; Education for Sustainable Development; primary education; Madagascar; land use; health behavior; Delphi study; procedural knowledge; children; climate change education; participatory action research; photovoice; science attitudes; sustainability; attitudes; knowledge; 17 SDGs; pre-service biology teachers; sustainable development; teacher education; Sustainable Development; socioscientific issues; reasoning; decision making; economic evaluation; perspective taking; modelling; competence; measure