A manifesto for Education for Environmental Sustainability: implications for science education

Lynda Dunlop; Elizabeth  Rushton

A manifesto for Education for Environmental Sustainability: implications for science education

Lynda Dunlop, Elizabeth Rushton

Education

Research output: Contribution to journal › Article › peer-review

Abstract

Drawing on a UK-based case study, the authors share their insights from a series of
online, inclusive, participatory workshops with the aim of co-creating with teachers and young people an illustrated manifesto for Education for Environmental Sustainability (EfES). They focus on the implications for science education by examining what young people (aged 16–18) and teachers said were priorities for education: knowledge for action, the development of skills to think critically and conduct research, and opportunities to communicate and network.

Original language	English
Journal	School Science Review
Volume	103
Issue number	383
Publication status	Published - 21 Jan 2022

Bibliographical note

© 2022, The Association for Science Education . This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

Access to Document

MSSR_December_2021_038-041_Dunlop
© 2022, The Association for Science Education . This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details
Final published version, 747 KB

https://www.ase.org.uk/resources/school-science-review/issue-383

Cite this

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