Approach of subjects of elementary science curriculum in an ESD framework with Science-Technology-Society / Critical Thinking orientation

Abstract

The multiplicity of challenges facing the planet has accentuated the role of education in promoting skills for a more sustainable citizenship. In this quake and continuing with predecessor efforts, the goals for sustainable development set out in Agenda 2030 (UN, 2015a) underline the idea that all school institutions can and should consider as their commitment to work intensively on issues of sustainable development and promote the development of sustainability skills. In this context, science education can’t ignore its responsibility to contribute to the achievement of the goals of sustainable development. Instead, science classes should foster synergies in favor of students’ education as citizens able to make informed decisions and take responsible actions to ensure environmental integrity, economic viability and a just society for present and future generations. This implies the development of science education practices that foster multiple opportunities for students to build and mobilize scientific knowledge, thinking abilities, values and attitudes in decision making and problem solving in ways that support and sustain more sustainable societies. This article focuses on a study carried out with the purpose of examining the potentialities in the approach to fifth year science curriculum topics related to drinking water and land use and sustainable agriculture, within an ESD framework with orientation CTS / PC. Theoretical references are explained as well as methodological options taken. Results and conclusions are presented.