| Full text | |
| Author(s): |
Miranda Correia, Paulo Rogerio
;
do Valle, Bruno Xavier
;
Dazzani, Melissa
;
Infante-Malachias, Maria Elena
Total Authors: 4
|
| Document type: | Journal article |
| Source: | JOURNAL OF CLEANER PRODUCTION; v. 18, n. 7, p. 8-pg., 2010-05-01. |
| Abstract | |
Scientific literacy can be considered as a new demand of post-industrial society. It seems necessary in order to foster education for sustainability throughout students' academic careers. Universities striving to teach sustainability are being challenged to integrate a holistic perspective into a traditional undergraduate curriculum, which aims at specialization. This new integrative, inter- and transdisciplinary epistemological approach is necessary to cultivate autonomous citizenship, i.e., that each citizen be prepared to understand and participate in discussions about the complex contemporary issues posed by post-industrial society. This paper presents an epistemological framework to show the role of scientific literacy in fostering education for sustainability. We present a set of 26 collaborative concept maps (CCmaps) in order to illustrate an instance of theory becoming practice. During a required course for first-year undergraduate students (ACH 0011, Natural Sciences), climate change was presented and discussed in broad perspective by using CCmaps. We present students' CCmaps to show how they use concepts from quantitative and literacy disciplines to deal with the challenges posed by the need of achieving a sustainable development. (C) 2009 Elsevier Ltd. All rights reserved. (AU) | |
| FAPESP's process: | 06/03083-0 - Concept maps as tools for assessing the merge of disciplinary knowledge during chemistry classes at high school. |
| Grantee: | Paulo Rogerio Miranda Correia |
| Support Opportunities: | Research Grants - Meeting - Abroad |