The problem on ecological training of future natural sciences teachers in Ukrainian and foreign higher education institutions was comparatively analyzed. Novel approaches to ecological education based on the systemic and personality-oriented learning were considered. The forms and methods used to promote ecological education of the individual in…

The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we…

Exploring science as a collective undertaking embedded in sociocultural contexts is a critical aspect of science education. This article concerns questions of curriculum design for science education for young learners, and it reports findings of a study on a conservation and environmental education initiative in Mexico's Sierra de Huautla…

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on May 18-21, 2023 in Cappadocia, Turkey. The aim of the conference is to offer opportunities to share…

Universities are an important part of the process of change taking place in society. However, this is often overshadowed by these institutions giving priority to technocratic models in the relationship between science and society. In this context, according to Habermas, theories can serve to clarify practical questions and guide praxis into the…

This paper introduces a mini-symposium on bringing Indigenous ways of knowing together with the teaching of environmental studies and sciences (ESS). Both knowledges share a fundamental interest in the relationship of humans with the Earth, yet until recently, Indigenous ways of knowing have rarely been visible in the teaching of ESS. Teaching…

Describes the Science, Technology and Society (STS) approach in environmental education which is based on the premise that meaningful science and technology education requires the teaching of science and technology topics along with their social context. (CCM)

Considers McPhee's explicit statements on nature and environmental issues as well as the implicit environmental appeals in his essays. Suggests that in the complicated and volatile minefield of modern environmentalism, readers need an expository guide like McPhee who is not only open-minded but informative, discerning, and reliable. (RS)

Describes the Science in the Environment project which aims at providing a general education in science rather than training for a scientific career. Offers students a remarkable degree of flexibility with respect to both the amount of science they wish to study and the way in which they wish to learn. (JRH)

This guide has been developed through a collaborative effort involving the U.S. Environmental Protection Agency (EPA), the National Oceanic and Atmospheric Administration (NOAA), and the National Aeronautics and Space Administration (NASA). It is part of an ongoing commitment to ensure that the results of scientific research on ozone depletion are…

Assesses the impact on participant behavior of a 2-1/2 day videoconference. Identifies three categories of personal behavior changes: (1) networking; (2) office procedures; and (3) curriculum development. Contains 34 references. (DDR)

Discusses a course developed by faculty in the Department of Family Resource Management at The Ohio State University to provide students with knowledge of the environmental consequences of certain consumption patterns. Addresses how we can explain observed patterns of consumer choice and what the interrelationship is between patterns of…

The Dearing Report emphasized the idea of a 'learning society' as the new context of UK higher education, but conceived this on a model of adaptivity to economically- and technologically-driven change. While there are real shifts in social relations with which universities have to reckon, they can be understood on a much richer model of…

Describes a teaching strategy that addresses three environments--natural, global, and organizational--at the levels of science, society, and individual responsibility. Demonstrates a way to integrate environmental imperatives and the need for economic and policy change into agriculture teaching. (SK)

Critically analyzes some of the ways in which human subjectivity and agency are constructed in the contemporary discourse of environmental-education research. Suggests that methods of constructivist science-education research are not applicable to either subjects or subject matters of environmental education, and poststructuralist methodologies…