Environmental Sustainability in Science Education in the Anthropocene: A View from STEAM Education
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Published
Feb 28, 2023
Abstract
Environmental problems in the age we live in require us to think differently, to question them, and to do something corrective. The role of science education in the transformation of education and its adaptation to the age is perhaps more than in previous periods. Because at the end of the day is the continuity of our planet. This article examines science education and higher-order thinking skills in the Anthropocene era and presents examples from studies on environmental sustainability as a prominent concept in this field. In addition, it argues that STEAM education is one of the ideal approaches that can meet this goal by presenting examples of what can be done with a holistic and interdisciplinary view of environmental sustainability within the framework of STEAM education. Suggestions are made through STEAM training, with the assumption that environmental sustainability in an intricately connected network structure rather than linear chains can only be understood with an interdisciplinary approach and solutions can be found only in this way.
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Keywords
Anthropocene, Science Education, Sustainability, Environment, STEM, STEAM
References
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Bazin, M. S. (2012). Sürdürülebilir kalkınma. İstanbul: Caretta Kitap.
Birdsall, S. (2013). Reconstructing the relationship between science and education for sustainability: A proposed framework of learning. International Journal of Environmental & Science Education, 8:451-478.
Caiman, C. & Lundegård, I. (2018). Young children’s imagination in science education and education for sustainability. Cultural Studies of Science Education, 13:687-705. DOI: https://doi.org/10.1007/s11422-017-9811-7
Campbell, C. & Speldewinde, C. (2022). Early childhood STEM education for sustainable development. Sustainability, 14(6):3524. DOI: https://doi.org/10.3390/su14063524
Caughman, L. E. (2017). Tribal college student perspectives: sustainability education curriculum in STEM. Master thesis. The Evergreen State College.
Clark, B. & Button, C. (2011), Sustainability transdisciplinary education model: interface of arts, science, and community (STEM). International Journal of Sustainability in Higher Education, 12(1):41-54. DOI: https://doi.org/10.1108/14676371111098294
Clark, P., McGunagle, D., & Zizka, L. (2019). STEM and sustainability: creating aviation professional change agents. Engaging the Next Generation of Aviation Professionals. Available at: https://commons.erau.edu/publication/1376
Colucci-Gray, L., Camino, E., Barbiero, G., & Gray, D.S. (2006). From scientific literacy to sustainability literacy: An ecological framework for education. Science Education, 90:227-252.
Colucci-Gray, L., Perazzone, A., Dodman, M., & Camino E. (2013). Science education for sustainability, epistemological reflections and educational practices: From natural science to trans-disciplinarity. Cultural Studies of Science Education, 8:127-183. DOI: https://doi.org/10.1007/s11422-012-9405-3
Daneshpour, H. & Kwegyir-Afful, E. (2022). Analysing transdisciplinary education: a scoping review. Science & Education, 31:1047-1074. DOI: https://doi.org/10.1007/s11191-021-00277-0
Demneh, M.T. & Darani, Z.H. (2020). From remembering to futuring: preparing children for Anthropocene. Journal of Environmental Studies and Sciences, 10:369-379. DOI: https://doi.org/10.1007/s13412-020-00634-5
Doğru, M., Güzeller, C. O. & Çelik, M. (2019). Geçmişten günümüze sürdürülebilir kalkınma ve eğitim alanında: bibliyometrik bir analiz [Sustainable development and education from past to present: a bibliometric analysis]. Adıyaman University Journal of Educational Sciences, 9(1):42-68
European Union Press Release (2022). Available at: https://ec.europa.eu/commission/presscorner/detail/en/IP_22_327
Evans, H. J. & Achiam, M. (2021). Sustainability in out-of-school science education: identifying the unique potentials.
Environmental Education Research, 27(8):1192-1213, DOI: https://doi.org/10.1080/13504622.2021.1893662
Feinstein, N. & Kirchgasler, K. (2015). Sustainability in science education? how the next generation science standards approach sustainability, and why it matters. Science Education, 99. DOI: https://doi.org/10.1002/sce.21137
Finley, F. (2014). The anthropocene and the framework for k-12 science education. (edt Dalbotten, D., Roehrig, G. & Hamilton, P.) American Geophysical Union. John Wiley & Sons, Inc. DOI: https://doi.org/10.1002/9781118854280.ch2
de Freitas D., Calafell, G. & Campos Pierson, A. H. (2022). A rubric to evaluate critical science education for sustainability. Sustainability, 14(14):1-19.
Geidel, G. & Winner, W.E. (2016). Environmental Science: the interdisciplinary STEM field. Journal of Environmental Studies and Sciences, 6:336-343. DOI: https://doi.org/10.1007/s13412-015-0339-4
Gilbert, J. (2016). Transforming science education for the anthropocene-is it possible? Research and Science Education, 46:187-201. DOI: https://doi.org/10.1007/s11165-015-9498-2
Gilbert, J. (2022). Resurrecting science education by re-inserting women, nature, and complexity. In: Wallace, M.F.G., Bazzul, J., Higgins, M., Tolbert, S. (eds) Reimagining Science Education in the Anthropocene. Palgrave Studies in Education and the Environment. Palgrave Macmillan, Cham. DOI: https://doi.org/10.1007/978-3-030-79622-8_16
Gough, A. (2008). Towards more effective learning for sustainability: Reconceptualising science education. Transnational Curriculum Inquiry, 5(1):32-50. Available at: https://researchrepository.rmit.edu.au/discovery/fulldisplay/alma9921860731801341/61RMIT_INS:ResearchRepository
Gray, D., & Colucci-Gray, L. (2014). Globalisation and the Anthropocene: The reconfiguration of science education for a sustainable future. Sisyphus Journal of Education, 2(3):14-31.
Guyotte, K. W. (2019). Toward a philosophy of STEAM in the Anthropocene, educational philosophy and theory. DOI: https://doi.org/10.1080/00131857.2019.1690989
Heras, M., Galafassi, D., Oteros-Rozas, E., Ravera, F., Berraquero-Diaz, L. & Ruiz-Mallen, I. (2021). Realising potentials for arts-based sustainability science. Sustainability Science, 16:1875-1889. DOI: https://doi.org/10.1007/s11625-021-01002-0
Jacobi, P.R., de Toledo, R.F. & Grandisoli, E. (2016). Education, sustainability and social learning. Brazilian Journal of Science and Technology, 3(3). DOI: https://doi.org/10.1186/s40552-016-0019-2
Jeong, S., Sherman, B. & Tippins, D. J. (2021). The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability. Cultural Studies of Science Education, 16:805-820. DOI: https://doi.org/10.1007/s11422-021- 10029-9
Johnson, R. (2012). Science and society: Reflections on science education sustainability, and the responsibility of scientists. Rendiconti Lincei, 23(Suppl 1):7-12. DOI: https://doi.org/10.1007/s12210-012-0193-1
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4):280-291. DOI: https://doi.org/10.1080/00958964.2019.1710444
Kudo, S., Omi, K., Florentin, K. & Allasiw, D. I. (2021). Key experiences for the transdisciplinary approach: fieldwork-based training in sustainability science education. International Journal of Sustainability in Higher Education, 22(3):615-634. DOI: https://doi.org/10.1108/IJSHE-05-2020-0185
Laird, S. (2017). Learning to live in the Anthropocene: our children and ourselves. Studies in Philosophy and Education, 36:265-282. DOI: https://doi.org/10.1007/s11217-017-9571-6
Levrini, O., Tasquier, G., Branchetti, L. & Barelli, E. (2019). Developing future-scaffolding skills through science education. International Journal of Science Education, 41(18):2647-2674. DOI: https://doi.org/10.1080/09500693.2019.1693080
Milne, C., Elliott, C.H., Devitt, A., Scantlebury, K. (2022). Learning from Flint: how matter imposes itself in the anthropocene and what that means for education. In: Wallace, M.F.G., Bazzul, J., Higgins, M., Tolbert, S. (eds). Reimagining Science Education in the Anthropocene. Palgrave Studies in Education and the Environment. Palgrave Macmillan, Cham. DOI: https://doi.org/10.1007/978-3-030-79622-8_15
Moura, B. C. & Guerra, A. (2022). Rethinking historical approaches for science education in the anthropocene. In: Wallace, M.F.G., Bazzul, J., Higgins, M., Tolbert, S. (eds) Reimagining Science Education in the Anthropocene. Palgrave Studies in Education and the Environment. Palgrave Macmillan, Cham. DOI: https://doi.org/10.1007/978-3-030-79622-8_13
Organization for Economic Co-operation and Development. (2018). The future of education and skills: Education 2030 (E2030 Position Paper). Paris, France: OECD Publishing. http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf
Özdemir, O. (2007). Yeni bir çevre eğitimi perspektifi: “sürdürülebilir gelişme amaçlı eğitim” [A new environmental education perspective: “education for sustainable development”]. Eğitim ve Bilim [Education and Science], 32(145):23-39.
Öztürk, M. (2017). Sürdürülebilir gelişme odaklı eğitim: kuramsal çerçeve, tarihsel gelişim ve uygulamaya dönük öneriler [Education focused on sustainable development: theoretical framework, historical development and practical recommendations]. İlköğretim Online, 16(4):1-11, https://doi.org/10.17051/ilkonline.2017.342997
Quinn, F., Elliott, S., Taylor, N., Littledyke, M. (2015). Education for Sustainability in Primary Science Education. In: Taylor, N., Quinn, F., Eames, C. (eds) Educating for Sustainability in Primary Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-046-8_6
Pennington, D., Ebert-Uphoff, I., Freed, N., Martin, J. & Pierce, S. A. (2020). Bridging sustainability science, earth science, and data science through interdisciplinary education. Sustainability Science, 15:647-661. DOI: https://doi.org/10.1007/s11625-019-00735-3
Rasa, T., Palmgren, E. & Laherto, A. (2022). Futurising science education: students’ experiences from a course on futures thinking and quantum computing. Instructional Science, 50:425-447. DOI: https://doi.org/10.1007/s11251-021-09572-3
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How to Cite
Gülhan, F. (2023). Environmental Sustainability in Science Education in the Anthropocene: A View from STEAM Education . Science Insights Education Frontiers, 14(2), 2129–2143. https://doi.org/10.15354/sief.23.re088
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