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There is a strong belief among environmental and sustainability educators and researchers that meaningful education can benefit from participatory approaches. Participation in decision-making, comm...

Classroom dialogues have special educational value because they allow students to engage critically but constructively with each other’s ideas, solve scientific problems jointly and develop their scientific understanding. The present study focuses on how groups of twelfth-grade high school and university students communicate and co-operate through dialogue to solve a biological problem they have not encountered before. The specific research questions are as follows: (a) What are the dialogic structures that help students construct scientific explanations? (b) How does prior scientific knowledge support student dialogue in constructing explanations? A coding scheme was developed inductively for the analysis of participants’ utterances. We use illustrative exemplars from participants’ dialogues to discuss those aspects which might support explanatory reasoning. We focus on reasoned attention for contending opinions and striving for consensus that characterise cases of constructive dialogue. We also discuss observed objections and disagreements as triggering factors for constructive alternative explanations. Finally, we discuss the evidence showing that while prior knowledge supports student reasoning it can also hinder the ability of students to think in a creative way.

This paper is motivated by the idea that the study of the interplay of research and policy related to Education for Sustainable Development (ESD) in specific national contexts can contribute to glo...

This study investigates changes in children’s environmental conceptions through their experience with the eco-animation WALL-E. The study uses an analytical framework informed by Social Representat...

Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.

The ability to comprehend trophic (nutritional) relationships and food web dynamics is an essential part of environmental literacy. However, students face severe difficulties in grasping the variety of causal patterns in food webs. We propose a curriculum for comprehending trophic relations in elementary school. The curriculum allows students to construct a food web using real data and following guidelines for the identification of organisms and their food preferences. The curriculum was applied to 22 fourth graders of an elementary school in Nicosia, Cyprus. Another 24 fourth graders participated as control group. Children of the experimental group managed to construct quite precise and complicate webs, including a large number of species and drawing multiple trophic connections between them. However, difficulties in grasping aspects of the functional and behavioural characteristics of food webs remained after the learning intervention. We conclude that the proposed curriculum could serve as an introduct...

Ecology has gradually gained salience during the last few decades and ecological issues, including land use changes, global warming, biodiversity loss, food shortage, and so forth, seem to be gaining public attention. Though philosophers of science had given little attention to ecology, there is a lot of interesting work being currently pursued in philosophy of ecology and environmental philosophy. As Colyvan and colleagues put it, “ecology is an important and fascinating branch of biology, with distinctive philosophical issues” (Colyvan et al. 2009, p. 21). Given its conceptual and methodological familiarity with the social sciences, ecology occupies a unique position among other disciplines (Cooper 2003).

Habitat templets are graphical-qualitative models which describe the development of life-history strategies in specific environmental conditions. In the context of the previous models of life-history strategies, life-history theorists focused on the density-dependent factors as the factors determining life-history strategies. With the use of habitat templets, the focus is oriented towards the environmental causal factors, considering density-dependent phenomena as by-products of the environmental impact. This implies an important shift in causality as well as in the worldview of life-history theorists: population is not considered as a closed system isolated from the environment. The object of study is the organism-in-its-environment, as a complex multilevel system. This shift has also methodological consequences: Life-history theory combines holistic and reductionistic insights, using a variety of heuristic models. This imposes a new conception of generality as well as of the structure of scientific theories.