In this three-part article we seek to establish connections between the emerging framework of ‗sustainability science' and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second part deal with the implications of taking a ‗sustainability view' in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist, Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of ‗post-normal science' proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of ‗extended-facts' where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe the world and to act upon people and nature. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario. *Corresponding author KeywordsSustainability -post normal science -language -action research -initial teacher education Manuscript Click here to download Manuscript: Science education for sustainability_revised_6 sept 2011.doc Click here to view linked References 2 Executive summary (in Italian language)In questo articolo ci proponiamo di evidenziare alcuni collegamenti tra la prospettiva emergente della ‗scienza della sostenibilità' e certi elementi di riflessione critica sui fondamenti epistemologici e metodologici dell'educazione scientifica, proponendo esempi di attività didattiche sperimentate in coerenza con queste riflessioni.Di fronte alla complessità, all'incertezza e all'urgenza delle problematiche ambientali -che hanno ormai assunto una dimensione globale -la moderna tecnoscienza è oggetto di un approfondito dibattito, e da più parti vengono posti degli interrogativi sulle sue basi epistemologiche e sulle sue relazioni e responsabilità con la società e con i sistemi naturali. Al...
This chapter presents a study of 60 children's picturebooks on the topic of farming and the rural environment published over the last four decades. The books were analysed in relation to 12 indicators of content realism and assigned one of three realism ratings. We found that consciously faithful representations of real-life agricultural systems are rare. Nevertheless, if carefully mediated and related to real-world scenarios, this kind of picturebook may enhance children's awareness of their ties with rural areas. Keywords farm-themed picturebooks, ecological identity, environmental education, book content analysis RURAL ENVIRONMENTS, ECOLOGICAL AWARENESS, AND THE ROLE OF PICTUREBOOKS 10. Paper farms. A content analysis of sixty children's picturebooks on farming and the rural environment
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