The document discusses the essential role of science education in citizenship education and education for sustainable development. It notes that people have rights and responsibilities to participate in decision making and engage with managing change. Science education should embed these concepts by presenting balanced information from multiple sources to enable critical thinking. Data is presented comparing perceptions of environmental issues between younger and older age groups in Wales and between Wales and France. The role of contextualizing science content within socio-scientific issues for the curriculum is discussed, as is engaging students as problem-solving researchers.

1. The (essential !!) role of science education in the context of citizenship education and education for sustainable development. Dr Ronald JohnstonScience Programme LeaderSchool of Education STLHE2010

2. SESSION SUMMARY background to ESDGC issues re, science education within ESDGC the data : the results : the issues discussion of chosen datasets

3. Education for Sustainable Development and Global Citizenship ....recognises that people have rights and responsibilities to participate in decision making ........... .... involves a willingness to act as responsible citizens while developing the ability to engage with and manage change at individual and social levels. Recommendation that ESDGC should be embedded in all subjects.

4. “recognise the responsibility to present Balanced information from a range of sources in order to enable critical thinking and informed debate”. Application Guide to Professional Standards for Teachers Embedding ESDGC (LLUK, 2009)

5. Role of science education in ESDGC . “understand that a goal of ESDGC is to enable action via informed discussion and debate which may inform lifestyle changes choices and so positively influence both the individual and society” Application Guide to Professional Standards for Teachers Embedding ESDGC (LLUK, 2009). “The social consequences of a scientifically illiterate society are potentially great. (Johnston, 2009 ref. provided )

6. “ the natural home for Citizenship Education’s place was in PSHE (personal, social and health education)or effectively “combinations of History, Geography and Religious Education” “difficult to find ESDGC resources which are not linked solely to these curriculum areas” McKenzie, A. (2000). Citizenship in Schools: a baseline survey of curriculum & practice in sample English, Welsh & Northern Irish Education Authorities in Spring 2000. London, UNICEF. Growing tendency for science not to be the natural home for these ESDGC issues.

7. “Although pupils express concern about the environment and generally think that they can make a contribution to solving issues they show a general lack of interest in learning about causes of environmental damage such as the greenhouse effect and the ozone layer. …….” ROSE survey in Scotland (Finlayson & Roach, 2007)

8. Perceptions of science & environmental issues.

9. Changes in our relationship with the environment. recent past distant past present Humans protected from the Environment. Environment protected from us Living within the environment

10. How development changes the environment ? Air pollution New supermarket New Homes being built Flooding The environment is always changing Traffic congestion Industrial Agriculture Alternative energy New play area in the park Mining Planting new trees

11. environmental impacts have social implications ! Loss of agricultural crops Loss of forest resources / habitats Damage to public health Impacts on water resources ………and (amongstothers) require science based solutions

12. “.... socio-scientific issue one which has a basis in science and has a potentially large impact on society”. Science education for citizenship. Ratcliffe & Grace 2003

13. n = 104 16-20 = 57 21-40+ = 47 n = 130 all 16 -20

14. UWCN / South Wales Standardised age range. 21 – 40+ / 16 – 20 Actual age range 16 - 40+

15. COMPARISON OF AGE GROUPS 16-20 WELSH DATA 21-40 + 42.6% 57.4% 64.9% 35.1%

16. COMPARISON OF AGE GROUPS 16-20 21-40+ 21% 79% 43 % 57%

17. COMPARISON OF AGE GROUPS 16-20 21-40+ 74.5% 47.5% 52.5 % 25.5%

18. COMPARISON OF AGE GROUPS 16-20 21-40+

19. COMPARISON OF AGE GROUPS 16-20 21-40+

20. Comparison Wales / France 16 - 20 UWNPaul Duez 71.5 % 28.4 % 53.2 % 36.8 %

21. Comparison Wales / France 16 - 20 UWNPaul Duez 90%

22. Comparison Wales / France 16 - 20 UWNPaul Duez 42.6% 56.3 %

23. Comparison Wales / France 16 - 20 UWNPaul Duez

24. Comparison Wales / France 16 - 20 UWNPaul Duez

25. Comparison Wales / France 16 - 20 UWNPaul Duez

26. Comparison Wales / France 16 - 20 UWNPaul Duez

27. Comparison Wales / France 16 - 20 UWNPaul Duez

28. Comparison Wales / France 16 - 20 UWNPaul Duez

29. Comparison Wales / France 16 - 20 UWNPaul Duez

30. Comparison Wales / France 16 - 20 UWNPaul Duez

31. Sources of information & issues

32. Wales Sources of information about environmental issues . 50.98% 25.49% College / university newspapers family TV Internet

33. France Sources of information about environmental issues . 67.75% College / university newspapers family Internet TV

34. Comparison Wales / France 16 - 20 UWNPaul Duez Should ESDGC be compulsory in every subject ? Non ! Oui ! 68% 32%

35. people are generally aware of the impacts of socio- scientific issues but frequently do not have the knowledge to understand their origin or their resolution. people frequently underestimate their own capacity to understand the science underpinning the issues “science isn’t for me”.

37. Links and References Johnston, R.A.S. (2002) “Wild Berwyn or Coy Nature Reserve : a changing landscape.” Canadian Journal of Environmental Education, 7, (2) Johnston, R.A.S. (2009) "The role of science within education for sustainable development and global citizenship: ESDGC within science education". In Linking Research and Teaching in Higher Education. Proceedings of the Newport NEXUS conference Special Publication No.1 pp. 27-33