Science Curriculum for the Anthropocene, Volume 2: Curriculum Models for our Collective Future

Acknowledgments
Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: Introduction: Science Curriculum for the Anthropocene: Curriculum Models for Our Collective Future—Volume 2
	Curricular Innovations for Our Future
	References
Chapter 2: Designing for Collective Futures: The Engineering for Ecological and Social Justice Framework
	Introduction
	The Importance of Critical, Speculative, and Place-Based Approaches to Engineering Education
	High-Leverage Practices and the Engineering for Ecological and Social Justice (EESJ) Instructional Framework
	Planning Instruction for Multiplicity
	Eliciting Students’ Knowledges, Interests, and Experiences
	Iterative Problem Scoping and Critical Problem Solving Using Critical Speculative Design Approaches to Complex Systems Modeling
	Designing Ecologically and Socially Just Solutions
	Two Cases of the EESJ Instructional Framework: Middle School Conservation Corridor and High School Food Sovereignty Units
		Middle School Conservation Corridor Unit
		Planning Instruction for Multiplicity
		Eliciting Students’ Knowledges, Interests, and Experiences
		Iterative Problem Scoping and Critical Problem Solving Using Critical Speculative Design Approaches to Complex Systems Modeling
		Designing Ecologically and Socially Just Solutions
	High School Food Sovereignty Unit
		Planning Instruction for Multiplicity
		Eliciting Students’ Knowledges, Interests, and Experiences Incorporated Throughout the Unit
		Iterative Problem Scoping and Critical Problem Solving Using Critical Speculative Design Approaches to Complex Systems Modeling
		Designing Ecologically and Socially Just Solutions
	Conclusion and Implications
	References
Chapter 3: Contemporary Science Research and Climate Change Education
	Introduction
	The Imperative of the Anthropocene
	Climate Change Education
	Teaching Science through a Climate Change Lens
	Controversy Mapping
	Developing Learning Sequences in Sustainability-Related Science
		Nurdles
		Nanotoxicology
		Small Mammals
		Feral Horses
	Discussion
	References
Chapter 4: Energy and Your Environment (EYE): Place-Based Curriculum Unit to Foster Students’ Energy Literacy
	Introduction
	Background & Theoretical Framing
		Energy Literacy in the School Building
		Systems Reasoning Using Systems Models
	EYE Unit Description
		Module 1: Introduction to Energy Systems and Engineering Design
		Module 2: Lighting Our Classroom
		Module 3: Staying Warm and Cool in the Classroom
		Module 4: Engineering Design
	Unit Implementation Results
	Conclusion
	References
Chapter 5: Future-Oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework
	Introduction
	The GreenComp Framework
		Background and Aim
		Competence Areas
		Interconnectedness of the Competence Areas
	GreenComp Competences in Science Education Research and Practice
		‘Embodying Sustainability Values’ in Science Education
		‘Embracing Complexity’ in Science Education
		‘Acting for Sustainability’ in Science Education
		‘Envisioning Sustainable Futures’ in Science Education
	Future-Oriented Science Education (FOSE)
		FOSE Connecting the GreenComp Competence Areas
		Examples of FOSE
	Discussion
	References
Chapter 6: Outbreak Science: Implications for Teaching and Learning in STEM Classrooms
	Introduction
	Scientific Literacy and Pandemics
	Teaching and Learning with Digital Technologies and COVID-19
		Outbreak Science! The Digital Game
		Pandemic: Board Game to Digital Game to University Course
		Mathematical Modeling of Outbreaks
		Socioscientific Issues, Case Studies, Problem- and Project-Based Learning
		Problem-Based Learning and COVID-19
		Project-Based Learning and COVID-19
		Public Understanding of Science, COVID-19, and Social Media
	Discussion
	Recommendations
	References
Chapter 7: Developing Nature-Connectedness Among Students in Singapore
	Introduction
	Theoretical Background
		Science Education
		Interest and Connectedness to Nature Through Environmental Education
	Context of Study and Methodological Approach
		SJIC Camp Curriculum
		Participants
		Data Collection and Analysis
	Results and Discussion
		Connection to Nature Index (CNI)
		Insights from Interviews
	Conclusion and Implications
	References
Chapter 8: “Where is God during a Natural Disaster?” Potential Implications of Public Discourses of Religion for Science Curricula
	Science and Religion in Times of Natural Disasters
		Is There Only Science Out There?
	Where is God during a Natural Disaster?
		Buddhism
		Catholicism
		Bahá’í
		Hinduism
		Evangelicalism
		Sikhism
		Judaism
		Islam
	Common Themes Across Religions: Counter to Science?
		Natural Disasters are Common Occurrences that Cannot Be Controlled by Humans
		Natural Disasters Result from Human Actions
	Implications for Science Curriculum
	References
Chapter 9: The Metamorphosis of the Scientist. A Phenomenological Approach for a Transformative Science Education?
	Introduction: Foundations of Modern Science
	A Renewed Understanding
	From Mechanics to Complexity, from Reductionism to Holism
	Post-Normal and Sustainability Science
	Changing Our Way of Thinking
	What is Goethean Science
	Summary and Conclusion
	References
Index