Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity

Abstract

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...

Earth at Rest

“…This view is shared by Thomas (2009) and Adomßent (2013), the latter arguing that transdisciplinarity has been established on the university level as a comparatively new participative form of scientific practice and culture concerning involvement with sustainability. Similarly, Colucci- Gray et al (2013) claimed that transdisciplinarity is essential for the articulation of and dialogue between different forms of knowledge in academia.…”

“…And should not the efforts to solve them be of a cross-disciplinary kind? When universities and schools promote a fragmented view of reality (Colucci-Gray et al 2013), it is justified to ask how cross-curricular efforts might resist this tendency. Adomßent (2013) argued that the value of transdisciplinarity in current educational system is to be found in knowledge communication rather than in knowledge production.…”

Characterisation of the Context-Dependence of the Gene Concept in Research Articles

“…But, in order to help students to understand that concepts may have multiple meanings depending on context, it is also possible to focus on how to understand these inconsistencies based on diverse conceptual contexts. Colucci-Gray et al (2013) used concept maps with such a focus. In an interdisciplinary course on sustainable development, concept maps were a basis of showing how the terms are used in different ways and in different disciplines, not as an essence of right or wrong relationships.…”

Proposta de uma configuração para o ensino de Ciências comprometido com a ação política democrática

“…Há indicações de que os sistemas naturais do planeta, dentro em pouco, não serão mais capazes de suportar as necessidades humanas básicas (COLUCCI-GRAY et al, 2012). Para se ter uma ideia, a humanidade já se apropriou de mais da metade da água doce acessível.…”