Skip to main content

Science - Fragment of the imagination

Science teaching promotes fragmentation and therefore leads to outmoded thinking, claim two Scottish academics in their book, Science, Society and Sustainability.

The benefits of a more integrated approach to science teaching are considered by Donald Gray and Laura Colucci-Gray, of the University of Aberdeen's School of Education, and Elena Camino, of the University of Torino.

Dr Colucci-Gray, a lecturer on the university's Scottish Teachers for a New Era project, says the book pulls together nearly 15 years of collaborative work by academics in both Aberdeen and Turin across a broad range of subjects. "The book looks at the question of how we need to educate people in the sciences so that they can tackle issues of environmental sustainability" she said.

"With global challenges like changes in biodiversity, climate, the availability of natural resources and energy, this has never been more important. That creates a problem from an academic point of view, as these issues are on such a large scale that they cross traditional subject boundaries."

Science, Society and Sustainability - Education and Empowerment for an Uncertain World is published by Routledge Research in Education.

Log in or register for FREE to continue reading.

It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you