Science Education towards Sustainable Development Goals
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (24 March 2024) | Viewed by 3148
Special Issue Editors
Interests: physics education; ICT in education
Special Issue Information
Dear Colleagues,
The question “how can science education help society progress towards sustainable development goals?” is not a new one, and many researchers have provided partial answers in recent decades. For example, the construct of critical science agency (Basu et al., 2009) has proven fruitful for interpreting the process by which individuals develop the intention to change their lives, or the lives of others, using scientific knowledge. Additionally, since a deep conceptual understanding of a given scientific topic is key to the development of critical scientific agency, the whole community of science education researchers may be called to further the development of educational strategies, improving their conceptual understanding of scientific topics related to the sustainable development goals. Thus, issues such as climate change; scarcity of, or unequal access to, vital resources; and global health concerns may require a coordinated effort from educators in all scientific disciplines.
In this regard, the construct of science identity (Carlone and Johnson, 2007), which is also closely related to critical science agency (Calabrese Barton and Tan, 2010), constitutes an invaluable analytic lens, which is used by researchers worldwide to interpret, and potentially overcome, gender and ethnicity inequalities (Hazari et al, 2013) such as the gender gap in STEM higher education and scientific occupations.
This Special Issue “Science Education towards Sustainable Development Goals” welcomes contributions from a range of perspectives related to the role of science education in pursuit of the UN 2030 agenda sustainable development goals, and how this may necessitate a re-shaping and re-thinking of current science education. We welcome contributions from specialized educational research fields of all STEM disciplines, which aim to improve students’ conceptual understanding of the scientific bases of crucial social and environmental issues at all levels of education. More general research works which aim to improve our theoretical understanding of open problems in the relationship between education and science and assist with the development of critical awareness and activism relating to the sustainable development goals will also be considered.
Basu, S. J., Calabrese Barton, A., Clairmont, N., & Locke, D. (2009). Developing a framework for critical science agency through case study in a conceptual physics context. Cultural studies of science education, 4, 345-371.
Calabrese Barton, A, & Tan, E. (2010). We be burnin'! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229.
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(8), 1187-1218.
Hazari, Z., Sadler, P. M., & Sonnert, G. (2013). The science identity of college students: Exploring the intersection of gender, race, and ethnicity. Journal of College Science Teaching, 42(5), 82-91.
Dr. Massimiliano Malgieri
Dr. Tommaso Rosi
Guest Editors
Manuscript Submission Information
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Keywords
- UN 2030 agenda
- science education
- sustainability
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