Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

Abstract

The year 2014 marks the end of the United Nations Decade of Education for Sustainable Development (ESD). All educational domains and levels, including primary and secondary science education, have been working to contribute to education enabling younger generations to become responsible citizens and promote sustainable development in our world. This paper gives insights into some theoretical foundations of the UN Decade for ESD. Different models of implementing ESD in the teaching of science and technology are presented and illustrated by various case studies, which were developed by the University of Bremen chemistry education group. These examples and the corresponding evaluation case studies show that thoroughly combining the ESD framework with science teaching that follows a socio-scientific issues-based approach to education has great potential for helping students develop many general educational skills. It also opens a path to a more balanced view of science in its societal and professional context. This allows career orientation both in and beyond science and engineering.

The Effectiveness of Education for Environmental Sustainable Development to Enhance Environmental Literacy in Science Education: A Case Study of Hydropower

“…The ESD framework with the teaching of science has a great potential to help students to develop their educational skills (Alexandar & Poyyamoli, 2014). Sustainable education is highly appropriate the professions involved in the environmental fields, as it plays a vital role in reducing the consumption of natural resources and in shaping the character of individuals within their communities and the natural environment (Eilks, 2015). The EESD appears as an essential approach to encourage the students to conserve and protect the natural resources in their environment (Juntunen & Aksela, 2013).…”

“…Although there is an urgent need to motivate the utilization of renewable energy sources as argued above, improvement on the education system supporting renewable energy teaching and learning is required (Alexandar & Poyyamoli, 2014;Pedretti, 2014). The implementation of ESD-based learning methods in schools at any level is still developing with different discourses and practices (Eilks, 2015;Gilmanshina et al, 2018;Pedretti, 2014). Moreover, there is still a lack of awareness among students, teachers, and also the government of how important it is in promoting renewable energy (Leal Filho et al, 2019).…”

Development of Meta-subject Competencies of the 7-9 Grades Basic School Students through the Implementation of Interdisciplinary Mathematical Courses

“…Proceeding from the above mentioned the modernization of education not only focuses on the profile orientation of the school, broad integration and differentiation but also determines the great importance of continuous additional education, which can more Effectively and fully ensure the formation of a versatile personality capable of creative approach to the solution of problems arising at the interface of disciplines (Eilks, 2015, Gorev, 2011.…”

Pre-university students’ perceptions about the life cycle of bioplastics and fossil-based plastics

“…The examples show the intention to incorporate sustainability, with relevant scientific knowledge and skills, into curricula. However, in contrast to higher education, current secondary chemistry curricula and chemistry textbooks do not provide sufficient opportunities for students to become engaged in sustainability issues and dilemmas (Eilks, 2015;de Goes et al, 2018). This might be partly due to the fact that (most) sustainability issues are ill defined, with no single, straightforward solution(s) that works always and everywhere, and involves various stakeholders with (sometimes) conflicting ideas.…”