Science - Fragment of the imagination

21st August 2009 at 01:00

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 as an existing print or digital subscriber

Forgotten your subscriber ID?


To access this content and the full TES archive, subscribe now.

View subscriber offers


Get TES online and delivered to your door – for less than the price of a coffee

Save 33% off the cover price with this great subscription offer. Every copy delivered to your door by first-class post, plus full access to TES online and the TES app for just £1.90 per week.
Subscribers also enjoy a range of fantastic offers and benefits worth over £270:

  • Discounts off TES Institute courses
  • Access over 200,000 articles in the TES online archive
  • Free Tastecard membership worth £79.99
  • Discounts with Zipcar,, Virgin Wines and other partners
Order your low-cost subscription today