Environmental Issues and Science Education
One of the great paradigm shifts taking place in science education today is that science theories, methods and education
are increasingly focusing on environmental issues. This arises mainly out of a combination of factors: recognition of our
many environmental problems, recognition of the roles of mankind and its activities in contributing to environmental problems, the need for new and less toxic forms of energy, sustainability drives and drivers, increased competition for
limited resources, climate change, and other factors described in the opening paragraph of this essay. Hodson addresses
this focus on science education in chapter 8 of Looking to the Future, - “Confronting Environmental Issues”. Hodson
believes that despite emerging recognition of the relationship between people and environmental problems and wellbeing,
a widespread case of “citizen ignorance” regarding science literacy and education still remains, as people and
organizations across the globe as evident in environmentally disastrous practices remain “blissfully unaware of the extent
of the problems” (p. 223). This provides added incentive for pushing science curriculum and education in schools at
various levels. However, before this can happen, Hodson (2011) believes that we must overcome several barriers
including the ways we live and failure to accept science and technology as part of this problem. Hodson believes that
curriculum in science education should address root causes of science-related or socioscientific issues (SSI), and that
science educators should approach this by starting with students’ existing knowledge and expanding into scientifically
determined rationale. Hodson sees fear and denial as factors affecting scientific literacy education and learning and
believes that science curriculum should now focus highly on instilling “pro-environmental behavior” (Kollmus &
Agyeman, 2002) in people despite the existing challenges to sustainability education (McFarlane & Ogazon, 2011).
Finally, Hodson (2011) explores important propositions such as moralistic and democratic approaches to environmental
education from the perspective of “social contract” (p. 238), and demonstrates how we are changing our environment both
positively and negative through science education.
Environmental Issues and Science Education
One of the great paradigm shifts taking place in science education today is that science theories, methods and education
are increasingly focusing on environmental issues. This arises mainly out of a combination of factors: recognition of our
many environmental problems, recognition of the roles of mankind and its activities in contributing to environmental problems, the need for new and less toxic forms of energy, sustainability drives and drivers, increased competition for
limited resources, climate change, and other factors described in the opening paragraph of this essay. Hodson addresses
this focus on science education in chapter 8 of Looking to the Future, - “Confronting Environmental Issues”. Hodson
believes that despite emerging recognition of the relationship between people and environmental problems and wellbeing,
a widespread case of “citizen ignorance” regarding science literacy and education still remains, as people and
organizations across the globe as evident in environmentally disastrous practices remain “blissfully unaware of the extent
of the problems” (p. 223). This provides added incentive for pushing science curriculum and education in schools at
various levels. However, before this can happen, Hodson (2011) believes that we must overcome several barriers
including the ways we live and failure to accept science and technology as part of this problem. Hodson believes that
curriculum in science education should address root causes of science-related or socioscientific issues (SSI), and that
science educators should approach this by starting with students’ existing knowledge and expanding into scientifically
determined rationale. Hodson sees fear and denial as factors affecting scientific literacy education and learning and
believes that science curriculum should now focus highly on instilling “pro-environmental behavior” (Kollmus &
Agyeman, 2002) in people despite the existing challenges to sustainability education (McFarlane & Ogazon, 2011).
Finally, Hodson (2011) explores important propositions such as moralistic and democratic approaches to environmental
education from the perspective of “social contract” (p. 238), and demonstrates how we are changing our environment both
positively and negative through science education.
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