Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

Science Education

Volumn 99, Issue 1, 2015, Pages 121-144

  Feinstein, Noah Weeth ^a   Kirchgasler, Kathryn L ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84919683320     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.21137     Document Type: Article

References (91)

1. Achieve Inc. (2014a). Lead state partners. Retrieved July 1, 2014, from http://www.nextgenscience.org/lead-state-partners.
2. Achieve Inc. (2014b). Nevada officially adopts the NGSS; Illinois poised to follow. Retrieved July 1, 2014, from http://www.nextgenscience.org/nevada-officially-adopts-ngss-illinois-poised-follow.
3. Agyeman, J., Bullard, R. D., & Evans, B. (Eds.). (2003). Just sustainabilities: Development in an unequal world. Cambridge, MA: MIT Press.
4. Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
5. Ashley, M. (2000). Science: an unreliable friend to environmental education? Environmental Education Research, 6(3), 269-280.
6. Bäckstrand, K. (2004). Scientisation vs. civic expertise in environmental governance: Eco-feminist, eco-modern and post-modern responses. Environmental Politics, 13(4), 695-714.
7. Bäckstrand, K., & Lövbrand, E. (2006). Planting trees to mitigate climate change: Contested discourses of ecological modernization, green governmentality and civic environmentalism. Global Environmental Politics, 6(1), 50-75.
8. Barry, J. (1994). The limits of the shallow and the deep: Green politics, philosophy, and praxis. Environmental Politics, 3(3), 369-394.
9. Beck, U. (1992). Risk society: Towards a new modernity. Thousand Oaks, CA: Sage.
10. Blowers, A. (1997). Environmental policy: Ecological modernisation or the risk society? Urban Studies, 34(5-6), 845-872.
11. Blum, N., Nazir, J., Breiting, S., Goh, K. C., & Pedretti, E. (2013). Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change. Environmental Education Research, 19(2), 206-217.
12. Bonnett, M. (1999). Education for sustainable development: a coherent philosophy for environmental education? Cambridge Journal of Education, 29(3), 313-324.
13. Buxton, C. A. (2010). Social problem solving through science: An approach to critical, place-based, science teaching and learning. Equity & Excellence in Education, 43(1), 120-135.
14. Calabrese Barton, A. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38(8), 899-917.
15. Carter, L. (2008). Sociocultural influences on science education: Innovation for contemporary times. Science Education, 92(1), 165-181.
16. Clark W. C. (2010) Sustainable development and sustainability science. In S. A. Levin & W. C. Clark (Eds.), Toward a science of sustainability: Report from toward a science of sustainability conference (pp. 80-100). Washington, DC: National Science Foundation. Retrieved July 1, 2014, from http://www.nsf.gov/mps/dms/documents/SustainabilityWorkshopReport.pdf.
17. Colucci-Gray, L. (2013). The inclusion of environmental education in science teacher education. Educational Review, 65(2), 246-247.
18. Colucci-Gray, L., Camino, E., Barbiero, G., & Gray, D. (2006). From scientific literacy to sustainability literacy: An ecological framework for education. Science Education, 90(2), 227-252.
19. Crocco, M. S., Mari, A. R., & Chandler, T. (2013). Social studies and sustainability: A global competency framework. In R. McKeown & V. Nolet (Eds.), Schooling for sustainable development in Canada and the United States (pp. 169-182). Berlin: Springer.
20. Dillon, J. (2003). On learners and learning in environmental education: Missing theories, ignored communities. Environmental Education Research, 9(2), 215-226.
21. Dillon, J., & Scott, W. (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24(11), 1111-1117.
22. Disinger, J. F. (2001). K-12 education and the environment: Perspectives, expectations, and practice. Journal of Environmental Education, 33(1), 4-11.
23. Disinger, J. (2005). The purposes of environmental education: Perspectives of teachers, governmental agencies, NGOs, professional societies, and advocacy groups. In E. Johnson and M. Mappin (Eds.), Environmental education and advocacy (pp. 137-157). Cambridge, England: Cambridge University Press.
24. Dryzek, J. S. (2005). The politics of the earth: Environmental discourses (2nd ed.). Oxford, England: Oxford University Press.
25. Elkington, J. (1994). Towards the sustainable corporation: Win-win-win business strategies for sustainable development. California Management Review, 36(2), 90-101.
26. Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185.
27. Fensham, Peter J. (2011). Globalization of science education: Comment and a commentary. Journal of Research in Science Teaching, 48(6), 698-709.
28. Fischer, J., Manning, A. D., Steffen, W., Rose, D. B., Daniell, K., Felton, A., et al. (2007). Mind the sustainability gap. Trends in Ecology & Evolution, 22(12), 621-624.
29. Funtowicz, S., Ravetz, J., & O'Connor, M. (1998). Challenges in the use of science for sustainable development. International Journal of Sustainable Development, 1(1), 99-107.
30. Funtowicz, S., & Strand, R. (2007). Models of science and policy. In T. Traavik and L.L. Ching (Eds.), Biosafety first: Holistic approaches to risk and uncertainty in genetic engineering and genetically modified organisms (pp. 263-278). Trondheim, Norway: Tapir.
31. Funtowicz, S. O., & Ravetz, J. R. (1993). Science for the post-normal age. Futures, 25(7), 739-755.
32. Gallopín, G. C. (2006). Linkages between vulnerability, resilience, and adaptive capacity. Global Environmental Change, 16(3), 293-303.
33. Glasson, G. E., Frykholm, J. A., Mhango, N. A., & Phiri, A. D. (2006). Understanding the earth systems of Malawi: Ecological sustainability, culture, and place-based education. Science Education, 90(4), 660-680.
34. Gough, A. (2002). Mutualism: A different agenda for environmental and science education. International Journal of Science Education, 24(11), 1201-1215.
35. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
36. Gruenewald, D. A. (2005). Accountability and collaboration: Institutional barriers and strategic pathways for place-based education. Ethics, Place and Environment, 8(3), 261-283.
37. Haraway, D. (1991). Simians, cyborgs, and women: The reinvention of nature. New York: Routledge.
38. Harrison, S., Massey, D., Richards, K., Magilligan, F. J., Thrift, N., & Bender, B. (2004). Thinking across the divide: perspectives on the conversations between physical and human geography. Area, 36(4), 435-442.
39. Hassan, M. (2001). Transition to sustainability in the twenty-first century: the contribution of science and technology-Report of the World Conference of Scientific Academies, Tokyo, Japan, May 15-18, 2000. International Journal of Sustainability in Higher Education, 2(1), 70-78.
40. Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
41. Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
42. Hulme, M. (2009). Why we disagree about climate change: Understanding controversy, inaction and opportunity. Cambridge, England: Cambridge University Press.
43. Jasanoff, S. (1996). Science and norms in global environmental regimes. In F. O. Hampson & J. Reppy (Eds.), Earthly goods: Environmental change and social justice (pp.173-197). Ithaca, NY: Cornell University Press.
44. Jasanoff, S. (2004). Heaven and earth: The politics of environmental images. In. S. Jasanoff & M. L. Martello (Eds.), Earthly politics: Local and global in environmental governance (pp. 31-52). Cambridge, MA: MIT Press.
45. Jenkins, E. (2007). School science: A questionable construct? Journal of Curriculum Studies, 39(3), 265-282.
46. Jenkins, E. W. (1994). Public understanding of science and science education for action. Journal of Curriculum Studies, 26(6), 601-611.
47. Jenkins, E. W. (2013). The "nature of science" in the school curriculum: The great survivor. Journal of Curriculum Studies, 45(2), 132-151.
48. Jickling, B. (1992). Viewpoint: Why I don't want my children to be educated for sustainable development. Journal of Environmental Education, 23(4), 5-8.
49. Jones, P., Selby, D., & Sterling, S. R. (Eds.). (2010). Sustainability education: Perspectives and practice across higher education. New York: Earthscan.
50. Kates, R. W., Clark, W. C., Corell, R., Hall, J. M., Jaeger, C. C., Lowe, I., et al. (2001). Sustainability science. Science, 292(5517), 641.
51. Kohlstedt, S.G. (2005). Nature, not books: Scientists and the origins of the Nature Study movement in the 1890s. Isis, 96(3), 324-352.
52. Læssøe, J., Schnack, K., Breiting, S., Rolls, S., Feinstein, N., & Goh, K. C. (2009). Climate change and sustainable development: The response from education. Copenhagen, Denmark: International Alliance of Leading Education Institutes.
53. Lélé, S. M. (1991). Sustainable development: A critical review. World Development, 19(6), 607-621.
54. Lozano, R. (2008). Envisioning sustainability three-dimensionally. Journal of Cleaner Production, 16(17), 1838-1846.
55. Lucas, A.M. (1977). Disciplinarity and environmental education. In R.D. Linke (Ed.), Education and the human environment (pp. 179-192). Canberra, Australia: Curriculum Development Centre.
56. Lucas, A. M. (1980). Science and environmental education: Pious hopes, self praise and disciplinary chauvinism. Studies in Science Education, 7(1), 1-26.
57. McKeown, R., & Nolet, V. (2013). Schooling for sustainable development in Canada and the United States. New York: Springer.
58. Meister, D., & Nolan Jr, J. (2001). Out on a limb on our own: Uncertainty and doubt moving from subject-centered to interdisciplinary teaching. Teachers College Record, 103(4), 608-633.
59. Miller, T. R. (2013). Constructing sustainability science: Emerging perspectives and research trajectories. Sustainability Science, 8(2), 279-293.
60. National Council for the Social Studies. (2010). National Curriculum Standards for Social Studies. Silver Spring, MD: Author.
61. National Council for the Social Studies. (2013). The college, career, and civic life (C3) framework for inquiry in social studies state standards. Silver Spring, MD: Author.
62. National Research Council. (2003). What is the influence of the National Science Education Standards? Reviewing the evidence, a workshop summary. Washington, DC: The National Academies Press.
63. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
64. Newell, P. (2005). Race, class and the global politics of environmental inequality. Global Environmental Politics, 5(3), 70-94.
65. NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
66. Nixon, R. (2011). Slow violence and the environmentalism of the poor. Cambridge, MA: Harvard University Press.
67. O'Riordan, T. (1981). Environmentalism and education. Journal of Geography in Higher Education, 5(1), 3-17.
68. O'Riordan, T. (2004). Environmental science, sustainability and politics. Transactions of the Institute of British Geographers, 29(2), 234-247.
69. Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany, NY: SUNY Press.
70. Parris, T. M., & Kates, R. W. (2003). Characterizing a sustainability transition: Goals, targets, trends, and driving forces. Proceedings of the National Academy of Sciences of the United States of America, 100(14), 8068-8073.
71. Parry, M. L., Canziani, O. F., Palutikof, J. P., van der Linden, P. J., & Hanson, C. E., (Eds.). (2007). Climate Change 2007: Impacts, adaptation and vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge, England: Cambridge University Press.
72. Pedretti, E., & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95(4), 601-626.
73. Priest, S. H. (2001). A grain of truth: The media, the public, and biotechnology. New York: Rowman & Littlefield.
74. Redclift, M. (1992). Sustainable development and popular participation: A framework for analysis. In D. Ghai & J. M. Vivian (Eds.), Grassroots environmental action: People's participation in sustainable development (pp. 23-49). London: Routledge.
75. Redclift, M. (2005). Sustainable development (1987-2005): An oxymoron comes of age. Sustainable Development, 13(4), 212-227.
76. Roberts, D. A. (1983). Science in the schools: Seven alternatives: Vol. 2. Scientific literacy: Towards balance in setting goals for school science programs. Toronto, ON, Canada: Guidance Centre, University of Toronto (originally published as a discussion paper for the Science Council of Canada, ERIC # ED231673).
77. Rudolph, J. L. (2002). Scientists in the classroom: The cold war reconstruction of American science education. New York: Macmillan.
78. Rutherford, F. J., & Ahlgren, A. (1991). Science for all Americans. Oxford, England: Oxford University Press.
79. Sachs, W. (Ed.). (1992). The development dictionary: A guide to knowledge as power. London: Zed Books.
80. Samson, J., Berteaux, D., McGill, B. J., & Humphries, M. M. (2011). Geographic disparities and moral hazards in the predicted impacts of climate change on human populations. Global Ecology and Biogeography, 20(4), 532-544.
81. Solow, R. M. (1993). Sustainability: An economist's perspective. In R. Dorfman & N. Dorfman (Eds.), Economics of the environment (pp. 179-187). New York: Norton.
82. Sorell, T. (2013). Scientism: Philosophy and the infatuation with science (2nd ed.) New York: Routledge.
83. Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., et al. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30-31.
84. Taylor, P. J., & Buttel, F. H. (1992). How do we know we have global environmental problems? Science and the globalization of environmental discourse. Geoforum, 23(3), 405-416.
85. Turnbull, D. (1997). Reframing science and other local knowledge traditions. Futures, 29(6), 551-562.
86. Tyack, D. B. (1995). Tinkering toward utopia. Cambridge, MA: Harvard University Press.
87. Wisconsin Department of Public Instruction. (1998). Social studies, Standard A: Geography Performance Standards-Grade 12. Wisconsin Model Academic Standards for Social Studies Introduction. Retrieved July 1, 2014, from http://dpi.wi.gov/stn_ssa12.
88. World Commission on Environment and Development (WCED). (1987). Our common future. Oxford, England: Oxford University Press.
89. Wynne, B. (1992). Misunderstood misunderstanding: Social identities and public uptake of science. Public Understanding of Science, 1(3), 281-304.
90. Yates, J. J. (2012). Abundance on trial: The cultural significance of sustainability. The Hedgehog Review, 14(2), 1-8.
91. Zeidler, D. L. (Ed.). (2005). The role of moral reasoning on socioscientific issues and discourse in science education. New York: Springer.