Science Education and Sustainability: a case‐study in discussion‐based learning

Abstract

The links are explored between science education and current developments in environmental education which take account of the concept of sustainability and the impact of local action on global issues. The paper is also concerned with approaches to providing students with the underlying scientific knowledge and understanding of major environmental issues, and at the same time encouraging them to consider the associated social, economic, ethical and environmental implications. Discussion‐based learning was the approach used in a piece of evaluated action research with 16 year‐old students. The greenhouse effect was used as a case‐study example with students who considered the nature of the phenomenon and then identified the various contributory social and other issues. From the results it was shown that students learned more effectively using the methodology adopted than a control group who worked individually. The gains were particularly marked among those of middle and lower ability who benefited from the opportunity of discussing the material in the less formal context of small peer groups. Motivation remained high throughout the activity and was considered a further advantage in a process which set out to address the requirement of relating the science curriculum to some of the important issues facing the world today.