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This article reports about a lesson series that focuses on engaging students in sustainability, plastics, and life cycle assessment (LCA). The purpose of the lesson series is to give students insights into sustainability in the context of plastics and to foster awareness of and insights into the benefits of the LCA method. The lesson series introduces students to sustainability by enabling them to watch a video, answer questions, read articles, conduct laboratory experiments, and experience the four stages of LCA. In general, the findings reveal that the lesson series evoked in students a more critical view of the life cycle of plastics. The students showed increasing awareness of the complexity of the sustainability issue at hand. In addition, students used their acquired knowledge about LCA and mentioned impact categories in their argumentation. The lesson series evoked predominantly life cycle thinking, and the qualitative part of an LCA, and might thus serve as a stepping stone toward the quantitative assessment. The preliminary results show that the lesson series is effective for evoking life cycle thinking among students and serves as a stepping stone towards life cycle assessment. Future research could focus on setting the goal and scope of the process to be assessed, with emphasis on the functional unit in the context of plastics, and providing students a complete and coherent understanding of the entire cycle of production, use and recycling of plastics.

Addressing complex sustainability issues in higher education requires the combination and integration of various disciplines, perspectives and approaches. Challenge-Based Learning (CBL) can support interdisciplinary collaboration on sustainability issues. It requires students to actively explore, discuss, reflect on and integrate information and methods from various disciplines. Online learning could enhance interdisciplinary collaboration since it is associated with greater geographical and educational flexibility and accessibility. Applying an active learning approach such as CBL in an online setting is believed to support interdisciplinary learning and collaboration. We present a case study that took place in a 10-week online interdisciplinary, inter-university undergraduate course on sustainability education. Our research is based on well-known online learning theories “Transactional distance” and “Community of Inquiry” (CoI). The aim of this study was to investigate how transactional distance, presence and (online) interdisciplinary learning are perceived by students. 23 undergraduate students from three universities were enrolled in the course. Quantitative survey data (N = 13) and qualitative data from student reflection papers and interviews (N = 15) were collected. Students perceived low levels of transactional distance and high levels of presence. Unexpectedly, a small increase in perceived distance between students was measured which could be explained by reported limitations of the course design. Students valued the open, interactive and creative character of the course and the online format was not perceived as hindering. Students reflected on interdisciplinary competences that they developed during the course. This study is a first step towards future national as well as international interdisciplinary, inter-university educational collaboration on sustainability issues.

The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called “integrated STEM education”. Integrated STEM education aims to remove the barriers from the STEM fields and has the potential to increase students’ interest and motivation for learning, as well as to lead to improved achievement. It is important to assess the effectiveness of educational STEM initiatives in terms of students’ integrating ability, but to date, no such instruments are available. This study provides a definition of “integrating ability” and establishes a framework for understanding its components. Based on this definition and framework, a multiple-choice instrument for testing integrated physics and mathematics in the ninth grade (IPM9) was developed and validated. The definition and framework for integrating ability and the construction guidelines for an integrated test, can be used by researchers to assess students’ ability to integrate STEM subjects.

Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.

Catch and distribution of tuna in the ocean are typically investigated with ocean basin-scale models. Due to their large scale, such models must greatly simplify tuna behaviour occurring at a scale below ∼100 km, despite interactions at this level potentially being important to both catch and distribution of tuna. For example, the associative behaviour of tuna with man-made floating objects, that are deployed by fishers to improve their catch rates (Fish Aggregating Devices; FADs), are usually ignored or simplified. Here we present a model that can be used to investigate the influence of tuna dynamics below the ∼100 km scale on larger scales. It is an Agent-Based Model (ABM) of a hypothetical, tuna-like species, that includes their interactions with each other, free-floating FADs and prey. In this ABM, both tuna and FADs are represented by Lagrangian particles that are advected by an ocean flow field, with tuna also exhibiting active swimming based on internal states such as stomach fullness. We apply the ABM in multiple configurations of idealised flow and prey fields, alongside differing interaction strengths between agents. When tuna swimming behaviour is influenced equally by prey and FADs, we find that the model simulations compare well with observations at the ≲ 100 km scale. For instance, compared to observations, tuna particles have a similar stomach fullness when associated or non-associated to a FAD, tuna colonize at similar timescales at FADs after their deployment and tuna particles exhibit similar variations in continuous residence times. However, we find large differences in emergent dynamics such as residence and catch among different flow configurations, because the flow determines the time scale at which tuna encounter FADs. These findings are discussed in the context of directing future research, and an improved interpretation of tuna catch and other data for the sustainable management of these economically important species.

PurposeThe purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to model-based reasoning: a higher order thinking skill that is seen as one of the major reasoning strategies in science.Design/methodology/approachParticipants of the LS team were three secondary school teachers and two educational researchers. Additionally, one participant fulfilled both roles. Both qualitative and quantitative data were used to investigate the effect of the developed lesson on students and to formulate focal points for using the LS as a research approach.FindingsThe developed lesson successfully familiarized students with model-based reasoning. Three main focal points were formulated for using LS as a research approach: (1) make sure that the teachers support the research question that the researchers bring into the LS cycle, (2) take into account that the lesson is supposed to answer a research question that might cause extra stress for the teachers in an LS team and (3) state the role of both researchers and teachers in an LS team clearly at the beginning of the LS cycle.Originality/valueThis study aims to investigate whether LS can be used as a research approach by the educational research community.

There are increasing calls to introduce coding in K-12 in creative ways that provide opportunities for personal expression. Computational design projects include computational concepts fundamental to computer science to generate 2D and 3D models that can potentially be personally meaningful. We developed and implemented making-based coding activities for youth that combine computational design and 3D printing tools and allow the participants to design and fabricate free-choice projects. To investigate how young persons engaged in computational design and which aspects demotivated them, we used a mixed-methods approach that included semi-structured interviews and questionnaires. We took field notes and collected students’ artifacts to triangulate the data wherever possible. The results show that 3D printing, creating unique aesthetics, enhanced personalization, and ownership of design models are crucial elements for engaging youth in computational design. We discuss the implications of our exploratory study and suggest directions for future work in developing computationally rich making-based activities.

Plastic pollution is now pervasive in the Arctic, even in areas with no apparent human activity, such as the deep seafloor. In this Review, we describe the sources and impacts of Arctic plastic pollution, including plastic debris and microplastics, which have infiltrated terrestrial and aquatic systems, the cryosphere and the atmosphere. Although some pollution is from local sources — fisheries, landfills, wastewater and offshore industrial activity — distant regions are a substantial source, as plastic is carried from lower latitudes to the Arctic by ocean currents, atmospheric transport and rivers. Once in the Arctic, plastic pollution accumulates in certain areas and affects local ecosystems. Population-level information is sparse, but interactions such as entanglements and ingestion of marine debris have been recorded for mammals, seabirds, fish and invertebrates. Early evidence also suggests interactions between climate change and plastic pollution. Even if plastic emissions are halted today, fragmentation of legacy plastic will lead to an increasing microplastic burden in Arctic ecosystems, which are already under pressure from anthropogenic warming. Mitigation is urgently needed at both regional and international levels to decrease plastic production and utilization, achieve circularity and optimize solid waste management and wastewater treatment.

Throughout the world, Computer Science Education (CSE) has ex- panded exponentially over the past decade, focused on teaching primary and secondary students computing ideas and tools. To teach all these students computer science (CS), models for teacher preparation range from one and done professional learning work- shops to full certificate and licensure programs. This report provides a landscape of how CS teachers are prepared academically in var- ious countries and makes evidence-based recommendations for how teachers should be educated to develop knowledge and skill to teach computer science. It also discusses how to develop these knowledge systems while promoting instruction that is equitable and centers students in the classroom. We brought together a group of international computer science education scholars who have been engaged in teacher preparation. In addition to what knowl- edge teachers need to teach CS, we also focused on how the field is preparing teachers and the role of computer science in the design of technology tools to achieve goals while mitigating potential societal harms.

How is public engagement perceived to contribute to open science? This commentary highlights common reflections on this question from interviews with 12 public engagement fellows in Utrecht University’s Open Science Programme in the Netherlands. We identify four reasons why public engagement is an essential enabler of open science. Interaction between academics and society can: (1) better align science with the needs of society; (2) secure a relationship of trust between science and society; (3) increase the quality and impact of science; and (4) support the impact of open access and FAIR data practices (data which meet principles of findability, accessibility, interoperability and reusability). To be successful and sustainable, such public engagement requires support in skills training and a form of institutionalisation in a university-wide system, but, most of all, the fellows express the importance of a formal and informal recognition and rewards system. Our findings suggest that in order to make public engagement an integral part of open science, universities should invest in institutional support, create awareness, and stimulate dialogue among staff members on how to ‘do’ good public engagement.

Model simulations of past climates are increasingly found to compare well with proxy data at a global scale, but regional discrepancies remain. A persistent issue in modeling past greenhouse climates has been the temperature difference between equatorial and (sub-)polar regions, which is typically much larger in simulations than proxy data suggest. Particularly in the Eocene, multiple temperature proxies suggest extreme warmth in the southwest Pacific Ocean, where model simulations consistently suggest temperate conditions. Here, we present new global ocean model simulations at 0.1° horizontal resolution for the middle-late Eocene. The eddies in the high-resolution model affect poleward heat transport and local time-mean flow in critical regions compared to the noneddying flow in the standard low-resolution simulations. As a result, the high-resolution simulations produce higher surface temperatures near Antarctica and lower surface temperatures near the equator compared to the low-resolution simulations, leading to better correspondence with proxy reconstructions. Crucially, the high-resolution simulations are also much more consistent with biogeographic patterns in endemic-Antarctic and low-latitude-derived plankton, and thus resolve the long-standing discrepancy of warm subpolar ocean temperatures and isolating polar gyre circulation. The results imply that strongly eddying model simulations are required to reconcile discrepancies between regional proxy data and models, and demonstrate the importance of accurate regional paleobathymetry for proxy-model comparisons.

This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers’ self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers’ self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers’ self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

21 pages, 10 figures, 3 tables, supporting information https://doi.org/10.1029/2021JC018150.-- Data Availability Statement: The hydrographic and biogeochemical cruise data is available at the Clivar and Carbon Hydrographic Data Office (Rios et al., 2012) and the hydrographic and velocity data for leg 1 of the cruise is available at Zenodo (https://doi.org/10.5281/zenodo.6359412; Pelegrí et al., 2022), The equatorial retroflection of the North Brazil Current (NBC) into the Equatorial Undercurrent (EUC) and its posterior tropical recirculation is a major regulator for the returning limb of the Atlantic Meridional Overturning Circulation. Indeed, most surface and thermocline NBC waters retroflect at the equator all the way into the central and eastern Atlantic Ocean, before they recirculate back through the tropics to the western boundary. Here, we use cruise data in the western equatorial Atlantic during April 2010 and reanalysis time series for the equatorial and tropical waters in both hemispheres in order to explore the recirculation pathways and transport variability. During the 1998–2016 period, the annual-mean EUC transports 15.1 ± 1.3 Sv at 32°W, with 2.8 ± 0.4 Sv from the North Atlantic and 11.4 ± 1.3 Sv from the South Atlantic. At 32°W most of the total EUC transport comes from the western boundary retroflection south of 3°N (7.2 ± 0.9 Sv), a substantial fraction retroflects north of 3°N (5.6 ± 0.4 Sv), and the remaining flow (2.3 Sv) joins through the interior basin. The South Atlantic subtropical waters feed the EUC at all thermocline depths while the North Atlantic and South Atlantic tropical waters do so at the surface and upper-thermocline levels. The EUC transport at 32°W has a pronounced seasonality, with spring and fall maxima and a range of 8.8 Sv. The 18 yr of reanalysis data shows a weak yet significant correlation with an Atlantic Niño index, and also suggests an enhanced contribution from the South Atlantic tropical waters during 2008–2016 as compared with 1997–2007, This work has been funded by the Spanish Government through project SAGA (Ministerio de Ciencia, Innovacion y Universidades, ref. no. RTI2018-100844-B-C33). I.V.C. was funded by the Spanish Government through a FPI contract (Ministerio de Economía y Competitividad, ref. no. BES-2015-071314) and M.M.R. was funded by the European Union (MSCA-IF-EF-ST FESTIVAL, grant agreement no. 797236) and the Spanish government through a Juan de la Cierva Incorporation grant. [...] The authors also recognize the institutional support of the Spanish Government through the Severo Ochoa Center of Excellence accreditation (CEX2019-000928-S)

This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts a three-wave longitudinal design, tapping into the development of 760 Swedish upper secondary students’ self-perceived action competence for sustainability as related to their experience of ESD teaching at their school. We can conclude that ESD has effect on students’ action competence for sustainability. Our longitudinal growth models show that it is possible to develop students’ action competence, which is affected by their experience of ESD teaching at their school. However, the students did not significantly develop the action competence component confidence under their own influence. Our findings reveal that developing students’ action competence by implementing ESD in formal education takes time, and they shed light on the need for longitudinal research studies in the field of ESD.

Across the globe, Computer Science Education has grown tremendously over the past decade to teach primary and secondary students computing ideas and tools. From integrating computational thinking in disciplines to teaching computer science as a stand alone subject, models for teacher preparation range from one and done professional learning workshops to full certificate and licensure programs. The group will focus on providing a landscape of how CS teachers are prepared academically in various countries and make evidence-based recommendations for how teachers should be educated to develop knowledge and skill to teach computer sci- ence. The working group will also discuss how to develop these knowledge systems while promoting instruction that is equitable and centers students in the classroom. In addition, the working group will focus on new directions in computing education (such as, artificial intelligence and machine learning) and their implica- tions for teacher preparation. We will bring together a group of international computer science education scholars who have been engaged in teacher preparation. In addition to what knowledge teachers need to teach CS, we will also focus on how the field is preparing teachers to think critically about AI/ML and the role of computer science in the design of technology tools to achieve goals while mitigating potential societal harms. peer-reviewed

This article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.

This paper draws on the meta-theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio-Scientific Inquiry-Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision-making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship.

As the global COVID-19 pandemic forced a sudden transition to emergency online education in early 2020, academic discourse quickly shifted to focus on the new situation and what could be learned from it. The present study gives an overview of the discourse on education during the pandemic in publications that appeared in the top-50 journals on the Clarivate Education list in the period April 2020–May 2021. Based on a final selection of 63 articles and 12 editorials, mostly on higher education, five main themes were identified: affect, teaching practice, teaching context, achievement and assessment, and equity. The academic discourse in these publications indicates that the emergency situation exacerbated previously existing issues: mental distress was observed to rise sharply for all stakeholders and gaps in access to education between different social groups widened. In response, teachers revisited the core values of education to guide them in approaching online teaching. Management focused less on procedures and communicated in a more human and empathic way. We argue that the acute interconnectedness experienced during the pandemic can be used to develop a pedagogy of care in which support is explicitly organized on both socio-emotional and academic levels.

This study focuses on the perceived gap between the required and actual level of digital research skills (DRS) of students entering tertiary science education. By combining existing frameworks for research skills and digital literacy skills, a guiding framework of DRS was constructed. The DRS framework incorporates seven categories and is evaluated using an exploratory qualitative study employing semi-structured interviews with university teachers (N = 15). The level of DRS at the start of university science education and university teachers’ perceptions of first-year students’ level of DRS have been investigated. The results show that the skills of writing a research paper using digital tools, using proper resources, and analysing, transforming, and visualising data were generally found to be wanting.

This study investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. One-hundred-and-twenty-six students, aged between 16 and 20 played the escape room. Measures for learning were pre-and post-tests. The game experience was measured through questionnaires, classroom observations and interviews with students and teachers. The results show a knowledge gain between pre-and post-test. Correlational analysis showed that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. Based on the qualitative data it appeared that the used escape boxes contributed most to perceived immersion. Immersion helps students focus on each other and the tasks. Also, a narrative with distinct roles for each student helped to evoke immersion. Unexpectedly, these roles also scaffolded collaboration except for students in the school that engaged in a collaborative learning pedagogy. The study confirms the usability of the framework for game designs, based on theories for the design of physical and hybrid educational games. Practitioner notes What is already known about this topic The escape room as a learning environment appeals to teachers of different disciplines, ages, gender and teaching experiences. Teachers implement escape rooms to create active (hybrid) learning spaces, where learners need a combination of knowledge and skills to solve the subject-based activities. Students and teachers perceive that while participating in escape rooms, students are more engaged, active and learn more compared to regular classes. The assumption is that escape rooms support collaboration and automatically collaborative learning. Review studies on educational escape rooms show that a systematic evaluation is usually absent, disputable or indicates no knowledge gain. Teachers design their educational escape rooms based on digital escape games and/or their experience as players of escape rooms. For digital educational games, important game design aspects are researched. Three main challenges in designing educational games are (1) the participants' transition from the real world to the game world, (2) the alignment of game design aspects and educational aspects and (3) the transfer from attained experiences and knowledge back into the real world. What this paper adds This paper evaluates an educational game design framework for escape rooms, focussing on the above-mentioned main challenges in designing educational games. It investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with a hybrid educational escape room. It informs that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. The used hybrid escape boxes contributed most to the immersion; scaffolding students to focus on each other and the tasks. Students' collaboration was successfully fostered. However, it scarcely led to collaborative learning during gameplay, due to lack of discussion and reflection needed for deeper understanding. Implications for practice and/or policy The educational escape game framework would help educators creating immersive games, which not only confront learners with meaningful contexts but also give learning gains. The educational escape game framework would help researchers focussing on important and difficult aspects of designing and implementing educational escape rooms to develop and research more effective escape rooms. In guidelines on creating immersion in educational escape games, the notion of physical objects is lacking. In this hybrid escape room, the physical objects such as escape boxes were the most powerful in creating immersion. In addition, the use of sound design in escape games in classrooms seems overrated. Debriefing after the gameplay is perceived necessary to discuss common misunderstandings, to make connections between the topics in various puzzles and to add more content to interest high-achieving students.

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre-existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense-making in teaching context-based science curricula. This framework guides the design of activities that support teachers' development in three new aspects of teaching context-based science units: setting a context in class, performing a new teaching role, and teaching new content. In a case study, six teachers in secondary education participated in a professional development program based on the adapted framework. A qualitative inner-case analysis was conducted to describe teachers' sense-making during the program, in terms of the categories “assimilation,” “accommodation,” “toleration,” and “distantiation.” Results showed that teachers participating in the professional development program successfully assimilated and accommodated all three aspects; however, the process of teachers' sense-making of the new content followed a different path compared to the processes of the other aspects. The relation between these results and the adapted framework are discussed to retrieve strategies for planning professional development programs to support teachers in curriculum innovations.