This paper presents the argument that climate change should be taught in schools as a sociopolitical and scientific process, and that students should be able to use their science knowledge to think critically about climate change as a social justice issue. A necessary and achievable outcome of science education is critical climate awareness--an…

This investigation examined how a 6 week environmental topics course that included place-based socioscientific issues (SSI) instruction in the Greater Yellowstone Area (GYA) in the United States of America influenced 21 postsecondary students' expressed socioscientific orientations of "Ecological Worldviews" (including…

It has been 40 years since science, technology, society, and environment (STSE) education first appeared in science education research and practice. Although supported among many educators worldwide, there is much confusion surrounding the STSE slogan. Widely differing discourses on STSE education and diverse ways of practicing, have led to an…

The Internet is a convenient source of information about science-based topics (e.g., health matters). Whereas experts are familiar with the conventions of "true" scientific discourse and the assessment of scientific information, laypeople may have great difficulty choosing among, evaluating, and deciding on the vast amount of information…

Reviews efforts in identifying a common set of environmental education objectives through the Delphi Technique. Includes the rankings and frequencies for ten selected objectives that was agreed upon by special interest groups and experts in environmental education. (ML)

This study reports the preferences students expressed in regard to problem-solving modes for resolving environmental problems. There were many differences between students at different grades and between girls and boys. Implications for teaching are suggested. (YP)

Describes a study of Greek high school students' (n=116) perceptions of the ozone layer. Finds that students have a good understanding of the position and purpose of the ozone layer in terms of protection from ultraviolet rays, but students also hold misconceptions linking the ozone layer to the greenhouse effect and other forms of local…

Describes the development, implementation, and assessment of a mixed formal-informal Science, Technology and Society (STS) curriculum that incorporates collaborative projects with case studies, field trips, and formal class sessions. (Contains 44 references.) (Author/WRM)