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

Author

Listed:
  • TBM Chowdhury

    (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)

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.

Suggested Citation

  • TBM Chowdhury & Jack Holbrook & Miia Rannikmäe, 2020. "Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education," Sustainability, MDPI, vol. 12(8), pages 1-10, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:8:p:3259-:d:346651
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    Cited by:

    1. Tõnis Mets & Jack Holbrook & Siim Läänelaid, 2021. "Entrepreneurship Education Challenges for Green Transformation," Administrative Sciences, MDPI, vol. 11(1), pages 1-13, February.

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