Quinn, Frances

Elliott, Sue

Taylor, Neil

Littledyke, Michael

2015

Science education has an important role in education for sustainability (EfS). While the so-called "four pillars" of environmental, economic, social and political factors underpin EiS, scientific literacy is essential in terms of understanding many sustainability issues and their possible solutions, particularly in relation to the environment. Scientific literacy has been defined as "the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity" (National Academy of Sciences, 1996), all of which are important with respect to addressing sustainability issues. More recently, the Australian Curriculum (Science) (Australian Assessment, Curriculum and Reporting Authority [ACARA], 2014) included the explicitly espoused aim for students to develop "an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions". How we approach science and how we apply science through technology has significant beneficial as well as harmful implications for our world, and it is this consideration that has particular relevance to educating for a sustainable future.

Educating for Sustainability in Primary Schools: Teaching for the Future, p. 91-119

9789463000451

9789463000468

9789463000444

https://hdl.handle.net/1959.11/17461

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Education for Sustainability in Primary Science Education

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