Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

Chowdhury Tbm, Jack Holbrook and Miia Rannikmäe
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Chowdhury Tbm: Centre for Science Education, University of Tartu, Tartu 51014, Estonia
Jack Holbrook: Centre for Science Education, University of Tartu, Tartu 51014, Estonia
Miia Rannikmäe: Centre for Science Education, University of Tartu, Tartu 51014, Estonia

Sustainability, 2020, vol. 12, issue 8, 1-10

Abstract: This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

Keywords: active informed citizenry; education for sustainable development (ESD); global citizenship; science education; trans-contextualisation (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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