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Abstract
Due to the interdisciplinary nature of environmental education, addressing the range of socioscientific issues included under the umbrella of sustainability can be challenging for educators working within the context of mandated state subject area standards. Two states (Washington and Vermont) have been recognized as leaders in incorporating sustainability into K–12 education through standards reform. Similarly, other states may engage in revisions in response to the recently released Next Generation Science Standards. This study examined how Washington and Vermont have incorporated sustainability-related topics into their state science standards and considers implications for practitioners, curriculum development, and standards reform.
Notes
The literature reviewed to develop the coding list included literature in the fields of ESD (Education for Sustainable Development), EE (Environmental Education), EfS (Education for Sustainability), and SE (Sustainability Education).
Because there are a total of 492 different standards items across the two states examined, intercoder reliability ratings for each item are not included in this article due to space limitations. Raw item-by-item data and results are available upon request.