Increasing The Socio-Cultural Relevance of Science Education for Sustainable Development

References

• Anderson, I. K. (2006). The relevance of science education as seen by pupils in Ghanaian junior secondary schools. A Thesis submitted in partial fulfilment of the requirements of the degree of Doctor of Philosophy. University of the Western Cape, South Africa (http://www.ils.uio.no/english/rose/network/countries/uk-england/uk-england.html).
   Google Scholar
• Annan, K. A. (2002). Foreword. In C. Flavin, H. French & G. Gardner (Eds.), State of the world 2002 (pp. xvii–xviii). New York: Norton.
   Google Scholar
• Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.
   Google Scholar
• Barton, A. C., & Osborne, M. D. (Eds.). (2001). Teaching science in diverse settings: Marginalized discourses and classroom practice. New York: Peter Lang.
   Google Scholar
• Bhaskar, R. (1989). Reclaiming reality: A critical introduction to contemporary philosophy. London: Verso.
   Google Scholar
• Bhaskar, R. (1993). Dialectic: The pulse of freedom. London: Verso.
   Google Scholar
• Bhaskar, R. (2008). A realist theory of science. London: Routledge.
   Google Scholar
• Bowers, C.A. (2001). Educating for eco-justice and community. Athens, GA: University of Georgia Press.
   Google Scholar
• Bronowski, J. (1956/1965). Science and human values (Rev. ed.). New York: Harper & Row.
   Google Scholar
• Brown, L. R. (2008). Plan B 3.0: Mobilizing to save civilization. New York: W. W. Norton.
   Google Scholar
• Caldin, E. F. (1949). The power and limits of science: A philosophical study. London: Chapman & Hall.
   Google Scholar
• Cheek, D. W. (1992). Thinking constructively about science, technology and society education. Albany, NY: SUNY Press.
   Google Scholar
• Davies, I. (2004). Science and citizenship education. International Journal of Science Education, 26, 1751–1763.
   Web of Science ®Google Scholar
• Dawson, C. (2000). Selling snake oil: Must science educators continue to promise what they can't deliver? Melbourne Studies in Education, 21 (7), 121–132.
   Google Scholar
• Department of Education, Pretoria, South Africa. (2002). Revised national curriculum statement for grades R—9 schools: Natural sciences. Pretoria, South Africa: Department of Education.
   Google Scholar
• Department of the Environment, Transport and the Regions (DETR). (1999). Sustainable Development Education Panel: First Annual Report 1998. Norwich: The Stationery Office, UK.
   Google Scholar
• European Commission (EUR22845). (2007). Science Education NOW: A renewed pedagogy for the future of Europe. Retrieved January 13, 2010 from http://www.ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf.
   Google Scholar
• Ewing B., Goldfinger, S., Wackernagel, M., Stechbart, M., Rizk, S. M., Reed, A., & Kitzes, J. (2008). The Ecological Footprint Atlas 2008. Oakland, CA: Global Footprint Network.
   Google Scholar
• Fien, J. (1993). Environmental education: A pathway to sustainability? Geelong, Australia: Deakin University Press.
   Google Scholar
• Finger, J.M., & Schuler, P. (2004). Poor people's knowledge: Promoting intellectual property in developing countries. Washington, DC: World Bank.
   Google Scholar
• Gee J. P. (2005). An introduction to discourse analysis: Theory and method (2nd ed.). New York: Routledge.
   Google Scholar
• Glenn, J. C., Gordon, T. J., & Florescu, E. (2009). 2009 State of the Future. Washington, DC: The Millennium Project.
   Google Scholar
• Glenn, J. C., Gordon, T. J., & Florescu, E. (2011). 2011 State of the Future. Washington, DC: The Millennium Project.
   Google Scholar
• Global Footprint Network. (2010, March 18. Earth overshoot day 2009. Retrieved April 24, 2010, from http://www.footprintnetwork.org/en/index.php/GFN/page/earth_overshoot_day/#WOD.
   Google Scholar
• Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
   Google Scholar
• Habermas, J. (1972). Knowledge and human interests. (J. J. Shapiro, trans.). London: Heinemann (original work published in 1968).
   Google Scholar
• Heater, D. (1999). What is Citizenship? Cambridge: Polity Press
   Google Scholar
• Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25, 645–670.
   Web of Science ®Google Scholar
• Holbrook, J. (2009). Meeting challenges to sustainable development in Africa through science and technology education: Conference Concept Paper. Abuja, Nigeria: ICASE African Regional Office.
   Google Scholar
• International Council of Associations for Science Education (ICASE). (2003). Increasing the relevance of science and technology education for all for the 21^st century: Framework Document. Retrieved January 10, 2010 from http://www.icaseonline.net/the.html.
   Google Scholar
• Jenkins, E. W. (2006). The student voice and school science education. Studies in Science Education, 42, 49–88.
   Google Scholar
• Jenkins, E. W., & Pell, R. G. (2006). The Relevance of Science Education Project (ROSE) in England: A summary of findings: Centre for Studies in Science and Mathematics Education, University of Leeds. Available at: http://www.ils.uio.no/english/rose/network/countries/uk-england.html.
   Google Scholar
• Kyle, W. C., Jr. (1999). Science education in developing countries: Access, equity, and ethical responsibility. Journal of the Southern Africa Association for Research in Mathematics and Science Education, 3, 1–13.
   Google Scholar
• Kyle, W. C., Jr., (2002). Critical issues of school and teacher education reform: Transforming science teaching and learning for a new millennium. In P.A. Chakalisa, C. D. Yandilla, H. U. Emerole, I. J. Kyeleve, G. J. Ramogoro, & A.A. Babugara (Eds.) Science, technology, and mathematics education in Africa (pp xvi–xxxi, xxxv). Gaborone, Botswana: University of Botswana.
   Google Scholar
• Kyle, W.C. Jr. (2006). The Road from Rio to Johannesburg: Where are the footpaths to/from Science Education? International Journal of Science and Mathematics Education, 4, 1–18.
   Google Scholar
• Law, N., Fensham, P., Li, S., & Wei, B. (2000). Public understanding of science as basic literacy. Melbourne Studies in Education, 41 (2), 145–55, Special Issue: Science and the Citizen.
   Google Scholar
• Malcolm, C., Gopal, N., Keane, M., Kyle, W. C., Jr. (2009). Transformative action research: Issues and dilemmas in working with two rural South African communities. In K. Setati, R. Vithal, C. Malcolm, & R. Dhunpath (Eds.), Researching possibilities in mathematics, science and technology education (pp. 193–212). New York: Nova Science Publishers.
   Google Scholar
• McKibben, B. (2010). Eaarth: Making a life on a tough new planet. New York: Times Books.
   Google Scholar
• Millar, R., & Osborne, J. (Eds.). (1998). Beyond 2000: Science education for the future. London: King's College.
   Google Scholar
• National Research Foundation Report (NRF). (2005). Key Performance Indicator Report 2004/2005. Available at: http://www.nrf.ac.za/publications/annrep/annualreport04_05.pdf.
   Google Scholar
• Obasanjo, O., Mabogunje, A., & Okebukola, P. (Eds.). (2010). Human security in Africa: Perspectives on education, health and agriculture. Abeokuta, Nigeria: The Center for Human Security, Olusegun Obasanjo Presidential Library.
   Google Scholar
• O'Donoghue, R. (2010, January. Science, mathematics and technology education research unlocking barriers across lived world and expert mediated frontiers of learning for a sustainable future. Proceedings of the 18th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Durban, South Africa, pp. 57–69.
   Google Scholar
• Onwu, G. O. (2000). How should we educate science teachers for a changing society? South African Journal of Higher Education, 14 (3), 43–50.
   Google Scholar
• Onwu, G. O., & Mogari, D. (2004). A model of professional development for outcomes based education science curriculum implementation: the Case of UNIVEMALASHI South Africa. Journal of Education in Teaching: International Research and Pedagogy, 30, 161–177.
   Google Scholar
• Ratcliffe, M., & Grace, M. (2003). Science education for citizenship. Maidenhead: Open University Press
   Google Scholar
• Roberts, D. A. (1982). Developing the concept of “curriculum emphasis” in science education. Science Education, 66, 243–260.
   Google Scholar
• Roberts, D. A. (1988). What counts as science education? In P. Fensham (Ed.), Development and dilemmas in science education (pp. 27–54). Philadelphia: Falmer Press.
   Google Scholar
• Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). New York: Routledge.
   Google Scholar
• Roth, W.-Y. (2007). Toward a dialectical notion and praxis of scientific literacy. Journal of Curriculum Studies, 35, 9–24.
   Google Scholar
• Roth, W.-Y., & Desautels, J. (Eds.). (2002). Science education as/for sociopolitical action. New York: Peter Lang.
   Google Scholar
• Roth, W.-Y., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263–291.
   Web of Science ®Google Scholar
• Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1–42.
   Web of Science ®Google Scholar
• Schayegh, C. (2007). The social relevance of knowledge: Science and the formation of modern Iran, 1910s—1940s. Middle Eastern Studies, 43, 941–960.
   Web of Science ®Google Scholar
• Schreiner, C., & Sjøberg, S. (2004). Sowing the seeds of ROSE (The Relevance of Science Education): Background, rationale, questionnaire development and data collection for ROSE—A comparative study of students' views of science and science education (pdf) (Acta Didactica 4/2004). Oslo: Dept. of Teacher Education and School Development, University of Oslo. Available at: http://www.ils.uio.no/english/rose/.html.
   Google Scholar
• Sinnes, A. T., Kyle, W. C., Jr., & Alant, B. P. (2010, January. What is socially responsible science education? Perspectives from students in Project SUSTAIN. Proceedings of the 18th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Durban, South Africa, pp. 101–108.
   Google Scholar
• Solomon, J., & Aikenhead, G. (1994). STS education: International perspectives on reform. New York: Teachers College Press.
   Google Scholar
• Stears, M., Malcolm, C., & Kowlas, L. (2003). Making use of everyday knowledge in the science classroom. African Journal of Research in Science, Mathematics and Technology Education, 7, 109–118.
   Google Scholar
• Stevenson, R. B., & Dillon, J. (Eds.). (2010). Engaging environmental education: Learning, culture and agency. Rotterdam, The Netherlands: Sense Publishers.
   Google Scholar
• Symons, G. (1997). Sustainability in action in Britain? Godalming, UK: World Wilde Fund.
   Google Scholar
• Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1 (2), 195–212.
   Google Scholar
• Tobin, K. (2009). Research priorities for transforming urban science education. In !!!W.-M. Roth & K. Tobin, The World of Science Education: Handbook of Research in North America, pp. 451–471. Rotterdam, The Netherlands: Sense Publishers.
   Google Scholar
• United Nations Commission on Sustainable Development (2002). The Johannesburg summit test: What will change? Available at www.johannesburgsummit.org.
   Google Scholar
• UNEP (United Nations Environment Programme)/WWF (World Wide Fund for Nature). (1991). Caring for the Earth: A strategy for sustainable living. Gland, Switzerland: IUCN—The World Conservation Union UNEP—United Nations Environment Programme WWF-World Wide Fund for Nature.
   Google Scholar
• UNEP (United Nations Environment Programme). (1995). Global diversity assessment. Cambridge: Cambridge University Press.
   Google Scholar
• UNICEF. (2003). State of the world's children 2003. New York: UNICEF. Available at www.unicef.org.
   Google Scholar
• van Eijck, M. (2009). Scientific literacy: Past research, present conceptions, and future developments. In W.-M. Roth & K. Tobin (Eds.), Handbook of Research in North America (pp. 245–258). Rotterdam, The Netherlands: Sense Publishers.
   Google Scholar
• Wackernagel, M. (2008). Forward. In B. Ewing, S. Goldfinger, M. Wackernagel, M. Stechbart, S. M. Rizk, A. Reed, & J. Kitzes, J. The Ecological Footprint Atlas 2008 (pp. 1–2). Oakland, CA: Global Footprint Network.
   Google Scholar
• WCED (World Commission on Environment and Development). (December 11, 1987). Our common future. Oxford: Oxford University Press. Retrieved from: http://habitat.igc.org/open-gates/wced-ocf.htm, What is Sustainable Development section, ¶1).
   Google Scholar
• World Bank. (2003). World Development Report 2003: Sustainable development in a dynamic world. New York: Oxford University Press.
   Google Scholar
• World Bank. (2004a). World Development Report 2004: Making services work for poor people. New York: Oxford University Press
   Google Scholar
• World Bank. (2004b). 2004 World Development Indicators. Washington DC: World Bank.
   Google Scholar
• World Bank. (2004c) African Development Indicators 2004. Washington, DC: World Bank.
   Google Scholar
• Ziman, J. (2000). Real science: What it is, and what it means. New York: Cambridge University Press.
   Google Scholar