Globalization of science inquiry and education for sustainable development
Globalization of science education is most evident through the process of teaching science through inquiry. Moreover with UNESCOs international decade of Education for Sustainable Development there is global attention on how this might be achieved through the formal curriculum.We explore some implications by examining the current status of science inquiry and education for sustainable development in China,Canada and Chile through discussion of teachers,science educators and scientistsunderstandings of in addition to representation in teaching resources and curriculum documents. The research takes a qualitative approach based on phenomenography (after Marton 1981). The significance of these issues for future implementation of science inquiry and education for sustainable development in schools and science teacher professional development are highlighted. The study revealed that, while inquiry-based science education programs are being promoted in each country, education for sustainability does not feature as a priority. Teachers and associated educators displayed willingness to raise consciousness and drew largely on local context examples of environmental concern. Minimal social participation in ecological inquiry was identified in these programs.
Zhaoning Ye Susan Barker Patricia Rowell Pilar Reyes Jianzhong Zhou Frank Jenkins Min Wang Evelyn Leyton Fuentes
Research Center for Learning Science,Southeast University,3＃,Liwenzheng Building, No.2,Si Pailou, Na Faculty of Education,University of Alberta,Edmonton,T6G 2G5 Canada Universidad de Chile,Independencia 1027 Santiago 8380453-Chile Research Center for Learning Science,Southeast University,3＃,Liwenzheng Building,No.2,Si Pailou,Nanj
国际会议
2008亚太心智、脑和教育学术会议(Asia-Pacific Conference on Mind Brain and Education 2008)
南京
英文
108-112
2008-10-25（万方平台首次上网日期，不代表论文的发表时间）