Science and Sustainability Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 30 November 2024 | Viewed by 85
Special Issue Editor
Interests: STEM; science education for climate change adaptation; education for global sustainability; ethics for science teachers; educational ethics in the Anthropocene; science for community resilience to climate change; neuroscience of the psychological impacts of climate change; neuroscientific evidence for enhancing science learning
Special Issue Information
Dear Colleagues:
1. Introduction:
Published in 2019, the United Nations Environment Programme’s sixth Global Environment Outlook (GEO-6) (Messerli et al., 2019) documents the rapid deterioration of the global environment and stresses an increasingly closing window for action. The report emphasises what has been communicated and understood by scientists for a long time but is now even more obvious in light of the major natural disasters that have occurred since 2020. Urgent sustainability challenges face future generations, some of which are the direct and indirect results of climate change. Future generations need to be prepared to respond to a world beset by such challenges to be able to make informed decisions that will support human health and wellbeing in the next century. To do this, we need to have the latest and most unequivocal evidence to educate both the students and their educators.
2. The aim of the Special Issue shall be to relate timely high-quality research findings across a broad range of topics as described in the suggested themes; to raise discussions on the latest research and develop new ideas and research directions to enhance the themes suggested.
The scope of the Special Issue will be centered on research that is of importance to:
- Teacher education;
- Science education;
- Learning and teaching;
- Science education philosophy.
3. Suggested themes:
Science education for climate change adaptation, education for global sustainability, ethics for science teachers, educational ethics in the Anthropocene, science education for community resilience to climate change, neuroscience of the psychological impacts of climate change, neuroscientific evidence for enhancing science learning.
Dr. Helen Boon
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- sustainability
- science ethics
- neuroscience in science education
- pedagogy for science
- climate change
- sustainable development
- teacher education
- higher education for sustainability.
