This volume, the first of a two-volume set, provides a foundation for future research and development in science curriculum. Drawing upon complexity and systems theories, this book provides a framework for science curriculum that tackles and transform the interrelated and socio-ecological causes of our ecological crises in the Anthropocene. Chapters provide a foundational conceptual framework that can inspire and motivate educators and researchers alike, and push the boundaries of science curriculum research, theory, and practice The result is a refreshing and hopeful look at PK-12 science curriculum as a lever for positive change amidst our current global trajectory in the 21st century.
Author(s): Xavier Fazio
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 166
City: Cham
Preface
Acknowledgements
Contents
About the Author
List of Figures
List of Tables
Chapter 1: An Introduction to the Anthropocene and Education
What Is the Anthropocene?
Planetary Drivers of Change
Biodiversity Loss
Overconsumption
Climate Disruption
Collective Action and Hopeful Effects
Education and the Anthropocene
References
Chapter 2: Science Curriculum and Sustainability
Curriculum Concepts and Approaches
Science Curriculum Approaches in the Twenty-First Century
Sustainability and the Science Curriculum
Beginning to Reconceptualize Science Curriculum
References
Chapter 3: Systems, Complexity, and Curriculum
Fundamental Principles of Systems
Complexity Primer
Examples of Complex Systems
Complexity and Sustainability
Educational Systems and Complex Systems
Curriculum Theorizing and Complexity
References
Chapter 4: Rethinking Science Curriculum-Making Using Complexity and Systems Thinking
Complexity and Systems Thinking
Systems Thinking Tools
Elements and Variables
Interconnectedness
Purpose/Function
Systems Thinking and Science Curriculum
Elements in the Science Curriculum
Interconnectedness and Science Curriculum
Purpose of the Science Curriculum System
Adaptive Science Curriculum
Leverage Points as Designed Curriculum Adaptations
Coda
References
Chapter 5: Reconsidering Disciplinary Science Curriculum
Introduction
A Brief History of Knowledge Integration
The Disciplining of Scientific Knowledge
Disciplinary Characteristics of the Sciences
Unity and Plurality in the Sciences
Disciplinary Characteristics
Integration of Disciplines and Education
Approaches to Promoting Interdisciplinarity in Science Education
References
Chapter 6: Reorienting Science Curriculum for the Anthropocene
Illuminating the Path for Future Science Curriculum Making
Models that We Can Build Upon
References
Index
