This edited volume, the second of a two-volume set, presents science curriculum exemplars based on existing and future curriculum models. Drawing upon complexity and systems theories, this book will provide a framework for science curriculum that tackles and transforms the interrelated and socio-ecological causes of our ecological crises. The result is a refreshing and hopeful look at K-12 science curriculum in light of our current global trajectory in the twenty-first century. Chapter Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
This volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in order to provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. This is an open access book.
This volume, the first of a two-volume set, provides a foundation for future research and development in science curriculum. Drawing upon complexity and systems theories, this book provides a framework for science curriculum that tackles and transform the interrelated and socio-ecological causes of our ecological crises in the Anthropocene. Chapters provide a foundational conceptual framework that can inspire and motivate educators and researchers alike, and push the boundaries of science curriculum research, theory, and practice The result is a refreshing and hopeful look at PK-12 science curriculum as a lever for positive change amidst our current global trajectory in the 21st century.
This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.
This edited volume, the second of a two-volume set, presents science curriculum exemplars based on existing and future curriculum models. Drawing upon complexity and systems theories, this book will provide a framework for science curriculum that tackles and transforms the interrelated and socio-ecological causes of our ecological crises. The result is a refreshing and hopeful look at K-12 science curriculum in light of our current global trajectory in the twenty-first century. Chapter Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth’s decreasing habitability. Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors’ discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis. The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow’s teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators. FEATURES: - Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K–12, post-secondary, and more - Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education - Features discussion prompts in each chapter to enhance student engagement with the material
Looking to tackle climate change and climate science in your classroom? This timely and insightful book supports and enables secondary science teachers to develop effective curricula ready to meet the Next Generation Science Standards (NGSS) by grounding their instruction on the climate crisis. Nearly one-third of the secondary science standards relate to climate science, but teachers need design and implementation support to create empowering learning experiences centered around the climate crisis. Experienced science educator, instructional coach, and educational leader Dr. Kelley T. Le offers this support, providing an overview of the teaching shifts needed for NGSS and to support climate literacy for students via urgent topics in climate science and environmental justice – from the COVID-19 pandemic to global warming, rising sea temperatures, deforestation, and mass extinction. You’ll also learn how to engage the complexity of climate change by exploring social, racial, and environmental injustices stemming from the climate crisis that directly impact students. By anchoring instruction around the climate crisis, Dr. Le offers guidance on how to empower students to be the agents of change needed in their own communities. A range of additional teacher resources are also available at www.empoweredscienceteachers.com.
This comprehensive guide captures important trends in international relations (IR) pedagogy, paying particular attention to innovations in active learning and student engagement for the contemporary International Relations IR classroom.
Citizen Science Fiction draws on an interdisciplinary swath of literature and media to make the case that the science fiction genre can help rethink the pedagogical use of citizen science as a tool to interrogate our collective civic engagement with science and the incorporation of science into a rigorous, exciting writing-based curriculum. The book revolves around recent developments in specific scientific disciplines, including biology, ecology, computer science, astronomy, and cognitive science. Winter closely studies a range of science-fiction texts and tropes -- such as aliens, robots, clones, mind uploads, galactic empires -- for what they have to contribute to the ongoing scholarly discussion on psychological mindset and mindful argument, reading for probing inquiry and productive uncertainty in the age of the Anthropocene, reading for voice with a view to our digitally dominated future, and reading for threshold concepts in a scientifically driven society.
