Sustainability in out-of-school science education: identifying the unique potentials

Abstract

Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature from research and practice to account for the features of sustainability science and policy, as well as the different specific strengths of out-of-school science education institutions, to identify unique potentials for sustainability education. These potentials are synthesised and illustrated in a set of institutionally specific guidelines that optimise the organisation of sustainability for each kind of out-of-school science education institution. We conclude by considering the implications of our findings for sustainability education.

The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark

“…Twelve sub-themes were identified within these themes, presented in the following. The theme 'content' contains two sub-themes that emerged deductively from earlier research: spatial scale and inclusion (Evans & Achiam, 2021).…”

“…Institutional conditions constrain practice, and define the areas of strength and expertise available for sustainability education (Evans & Achiam, 2021). All interviewed practitioners emphasised the specialisation (i.e.…”

“…Sustainability science and policy work at both the global and local scales (Evans & Achiam, 2021). In addition to a strong global component, all five selected programmes address the local spatial scale in different ways.…”

“…In contrast, research has identified the special potential of out-ofschool science education institutions (OSSEIs), such as natural history museums, science and technology museums, science centres, zoos and aquaria, for preparing citizens for a sustainable future (e.g. Berg et al, 2021;Clayton, 2017;Evans & Achiam, 2021;Janes & Grattan, 2019;Patrick et al, 2007). These institutions offer a highly trusted, educational and experiential experience suitable for a wide-range of ages, across both political and societal spectrums (Cameron, Hodge & Salazar, 2013;Clayton, 2017).…”

Urgensi Penerapan Outdoor Learning dalam Praktik Pendidikan Lingkungan

“…Untuk itu peran guru sebagai pendamping harus terus mengarahkan siswa dalam memahami hal tersebut untuk kesetaraan gender yang tidak memberikan citra bahwa dominan hanya untuk pihak pria saja. Guru harus selektif dan jeli dalam menyampaikan informasi sesuai dengan tujuan utama pendidikan sebagai keberlanjutan bagi semua orang (Evans & Achiam, 2021). Reid et al, (2021) menemukan bahwa pendidikan sebagai strategi kunci dalam mendukung perubahan perilaku yang diperlukan untuk mengatasi tren tersebut.…”