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|Title:||Education for Sustainability in primary science education||Contributor(s):||Littledyke, Michael (author); Taylor, Neil (author)||Publication Date:||2009||Handle Link:||https://hdl.handle.net/1959.11/5413||Abstract:||Science education has an important role in Education for Sustainability (EfS).While the so-called 'three pillars' of environmental, economic and social factors underpin EfS, scientific literacy is essential for adults to understand many sustainability issues and their possible solutions, particularly in relation to the environment. Scientific literacy is '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 in addressing sustainability issues. The Board of Studies NSW Guiding Statement for the Primary Curriculum (1996) states that 'science is both a body of knowledge and a process of investigation ...', and '... technology is concerned with the purposeful and creative use of resources in an effort to meet perceived needs or goals'. Therefore, how we approach science and how science is applied through technology has significant impact on the world for benefit and harm, and this has great relevance for EfS.||Publication Type:||Book Chapter||Source of Publication:||Education for Sustainability in the Primary Curriculum: a guide for teachers., p. 77-100||Publisher:||Palgrave Macmillan||Place of Publication:||South Yarra, Australia||ISBN:||9781420256277||Field of Research (FOR):||139999 Education not elsewhere classified||Socio-Economic Outcome Codes:||930399 Curriculum not elsewhere classified||HERDC Category Description:||B2 Chapter in a Book - Other||Other Links:||http://trove.nla.gov.au/work/35538577
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|Appears in Collections:||Book Chapter|
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