Nowadays, sustainable development is frequently recited in science education also. There are various definitions which are distilled and extracted from educational research. However, the definitions are ambiguous and somehow contrary to each other. Generally, sustainable development was settled on the triangle of ecology, economy and society. Additionally, it has participation with biodiversity, energy resources, recycling and clean environment. Beside these, socioeconomic issues are one of the functional part of it. Here, it is handled with didactic perspective for incorporation to educational program. And it is concluded that sustainable development has participatory democratic structure. And it opens a new road in decision making.

Sustainable development (SD) and science education have become interwoven categorical issues under the name of science education for sustainable development (SESD). Education can play a crucial role in merging the dimensions of SD as ecology, economy, and energy, along with society in a united holistic goal. Furthermore, it can provide the necessary motivation and self-fulfillment for individuals and communities. Extracurricular activities should also be implemented along with formal ones in courses that are related to socio-scientific issues like SD. In line with this perspective, this study mainly aims to find new means of developing an extracurricular module program based on the principles of SD, in order to address the defects, deficiencies, and needs in science education around the world. The module program was constructed through use of the concepts of energy transformations, biodiversity, and narrating socio-scientific problems that would foster positive student decision-making on SD issues. The study also aims to examine whether the SESD module program would have a significant effect on the academic success and opinions regarding SD of primary school students in science lessons. The study sample comprised 92 Turkish fifth-grade students. Mixed methods using both qualitative and quantitative approaches were used. Data analysis revealed that the SESD module program significantly affected fifth-grade students in terms of their knowledge and opinions for increased willingness to take action and responsibility.

Many new concepts have been constructed by associating many familiar concepts such as tourism, energy, agriculture and development to the term of sustainability. Some of them are; sustainable development, sustainable agriculture and sustainable tourism etc. Undoubtedly, sustainability is mentioned in many areas such as media, politics, economics and academia. This concept is tried to be gained through the information and practices provided about sustainability to the individuals who make up the society. It is known that sustainability in science education is not evaluated with a holistic approach from the perspective of economy, ecology and energy. If it is assumed that individuals have not theoretical background and culture about sustainability, there can be thought that they will have problem for sustainable lifestyle. Therefore, it can be said that theoretical and practical studies which will help individuals are important in order to a more livable World. The purpose of this study is to construct broad a conceptual framework upon renewable energy policies from the sustainability perspective by linking the terms of economy, ecology and energy known in the literature as 3E. In the method of this research, firstly sustainability is examined from a holistic approach and was developed a model. Then starting from sustainability, socio-scientific issues, production, wastes, ecology, sociology, feminism, cultures, developmental differences, energy production, energy storage and transportation, the renewable ones, photosynthesis, biomass and pyrolysis are connected and interrelated in holistic manner by considering chemistry and politics. In the result of the research, it is arisen that conservative and elder women who is the ability to be happy while consuming less which must be followed and obeyed. By this way, new insights can be obtained and deduced for better inhabitable world peacefully.

Sustainable development (SD) and science education have become interwoven categorical issues under the name of science education for sustainable development (SESD). Education can play a crucial role in merging the dimensions of SD as ecology, economy, and energy, along with society in a united holistic goal. Furthermore, it can provide the necessary motivation and self-fulfillment for individuals and communities. Extracurricular activities should also be implemented along with formal ones in courses that are related to socio-scientific issues like SD. In line with this perspective, this study mainly aims to find new means of developing an extracurricular module program based on the principles of SD, in order to address the defects, deficiencies, and needs in science education around the world. For the sake of these, the module program was constructed kneading concepts of energy transformations, biodiversity, and narrating socio-scientific problems that would foster positive student decision-making on SD issues. The study also aims to examine whether the SESD module program would have a significant effect on the academic success and opinions regarding SD of primary school students in science lessons. The study sample comprised 92 Turkish fifth-grade students. A mixed method was handled by allowing qualitative and quantitative research methods in the same context. Qualitative and quantitative data analysis revealed that the SESD module program significantly affected fifth-grade students in terms of their knowledge and opinions to increase their willingness to take action and responsibility.