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61,005 resultsShowing papers similar to Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education
ClearA self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability
Researchers developed and validated a self-reported instrument to measure students' connection to science using the CARE-KNOW-DO model combined with an open schooling approach for sustainability. The study involved students working on real-world environmental problems including microplastic pollution alongside families and scientists. Evidence indicates that this approach can strengthen young people's engagement with science and sustainability topics.
Curriculum development for student agency on sustainability issues: An exploratory study
Researchers developed an exploratory middle-school sustainability curriculum designed to foster student agency by challenging students to analyze real-world data, construct scientific arguments, and engage in activism around sustainability issues framed by the UN Sustainable Development Goals.
Systematic literature review: a typology of Sustainability Literacy and Environmental Literacy
This systematic literature review develops a typology of sustainability literacy and environmental education frameworks, mapping how different educational approaches define and measure student competencies related to ecological awareness and sustainable behavior.
Case Studies of Knowledge Maps
This chapter presents case studies demonstrating how knowledge mapping techniques combined with AI tools can be applied in open schooling contexts to address real-life sustainability issues, using the CARE-KNOW-DO principles to structure learning activities for teachers, students, and community members.
Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection
Researchers examined how pre-service primary teachers' conceptions of the nature of scientific inquiry (NOSI) evolved after a semester-long teaching module combining explicit-reflective instruction with inquiry tasks in everyday-life contexts, finding that participants entered with naive NOSI views but showed considerable improvement across most NOSI dimensions by the end of the intervention.
Engaging Latinx students in scientific inquiry and metacognition through an interdisciplinary summer program
Researchers examined the impact of an interdisciplinary informal STEM summer program on Latinx high school students, finding that authentic inquiry experiences enhanced science and engineering practice skills, positively shaped attitudes toward STEM including environmental science topics such as microplastic research, and facilitated metacognitive transfer to formal learning settings.
Science interdisciplinary learning approach: a study interdisciplinary thinking skills and literacy environment
Researchers analyzed the impact of an interdisciplinary science learning approach on prospective teachers' ability to think across disciplines and develop environmental literacy related to sustainability. Using a quasi-experimental design, they compared students who received the interdisciplinary approach with a control group. The study found that integrating multiple scientific disciplines improved both interdisciplinary thinking skills and environmental awareness among future educators.
Citizen observation of plastic pollution in coastal ecosystems to address data gaps in marine litter distribution
Researchers launched the COLLECT citizen science project in seven African and Asian countries, training 15-18 year-old students to sample and analyze macro-, meso-, and microplastics in beach sediments using standardized scientific protocols, while simultaneously measuring shifts in ocean literacy and pro-environmental behavior to quantify the educational impact of the intervention.
Understanding Science Teachers’ Integration of Active Methodologies in Club Settings: An Exploratory Study
This study analyzed whether school science clubs in Portugal facilitate the integration of active learning methodologies into science classrooms, examining whether club-coordinating teachers also adopt these approaches in regular instruction. Results showed that science club participation was associated with greater use of inquiry-based and active methods in formal science teaching.
Citizen Science Project's Contribution to Science Learning Outcome: Systematic Literature Review
This systematic review identified 19 types of citizen science projects that contribute to science learning at school and university levels, finding that six key learning outcomes are most commonly achieved, including content knowledge and scientific inquiry skills. This study is not related to microplastics but was included due to its systematic review methodology.
Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample
Researchers assessed sustainability knowledge, attitudes, and behaviors of pre-service primary school teachers in Spain using the Sustainability Consciousness Questionnaire, finding significant gaps between environmental awareness and pro-sustainability behavioral intentions that have implications for educator training programs.
Internationalisation at Home: Developing a Global Change Biology Course Curriculum to Enhance Sustainable Development
Researchers developed an internationalisation-at-home curriculum for a Global Change Biology course, using diverse pedagogical approaches to expose all students to global sustainability issues such as climate change and microplastics without requiring international travel, assessing outcomes for sustainable development awareness.
Arousing Early Strategic Thinking about SDGs with Real Mathematics Problems
Researchers explored whether training secondary school mathematics teachers to design problems framed around the UN Sustainable Development Goals (SDGs) could improve student engagement with sustainability and perceptions of mathematics usefulness. The qualitative teacher training program produced original math problems integrating secondary curriculum content with the 2030 Agenda and the 17 SDGs.
Transformative STEAM Educators Developing Students’ Capabilities For Resolving Global Sustainability Crises
This paper argues that transformative STEAM education — integrating science, technology, engineering, arts, and mathematics — can develop students' capacity to address global sustainability crises including plastic pollution. The research advocates for educational approaches that go beyond conventional curricula to build environmental problem-solving skills.
Desenvolvimento da literacia química de alunos do ensino básico
A Portuguese citizen-science project engaged over 500 middle-school students in testing coastal water quality and learning about microplastic pollution through hands-on chemistry investigations. The program significantly improved students' attitudes toward chemistry and their conceptual understanding of water parameters and polymers compared to a control group, demonstrating that microplastic science can be an effective hook for building broader scientific literacy in young people.
School science activities with contributions from STEM practices: A study to address complex problems in elementary school classes, in the case of microplastics and their harmful effects
Researchers developed a theoretical and explanatory framework identifying which aspects of STEM education can strengthen the design of school science activities addressing complex problems such as microplastic pollution in elementary school settings. The study proposes a model for integrating STEM practices into classroom activities to build students' capacity to engage with real-world environmental challenges.
Using Open Science Tools to Teach Environmental Sciences
Researchers examined how open science tools and concepts can be integrated into undergraduate environmental science courses to provide students with insight into the research process. The study identified seven major open science concepts applicable to environmental sciences education, including access to open datasets related to environmental pollutants such as microplastics.
Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning
Researchers studied how high school students fared when allowed to choose their own sustainability-themed STEM projects, finding that student autonomy boosted intrinsic motivation but also introduced challenges around time management and curriculum alignment. The findings suggest that self-directed project learning can deepen engagement with science, though it requires careful scaffolding to support students through open-ended challenges.
The laboratory didactics in the training-learning processes of sea sciences applied to cultural heritage and environment: the case of "An Ocean of Science" project
Researchers evaluated an educational project called 'An Ocean of Science' that used marine science laboratory activities to develop practical skills and knowledge in secondary school students, focusing on cultural heritage in marine environments and ocean protection. Assessment of student engagement and learning outcomes across multiple laboratory sessions demonstrated that active, hands-on learning approaches effectively improved scientific competence and increased student awareness of marine environmental issues.
A Retrospective Approach to Pro-Environmental Behavior from Environmental Education: An Alternative from Sustainable Development
This 20-year bibliometric retrospective on environmental education and pro-environmental behaviour research found a persistent gap between acquiring environmental knowledge and changing behaviour, concluding that participatory pedagogical approaches and greater integration of sustainable development into higher education are needed to bridge this divide.
Lessons From the Trenches: Students’ Perspectives of Their Own Marine Transdisciplinary Education
This study surveyed students' perspectives on their experiences in marine transdisciplinary research programs, examining how crossing disciplinary boundaries prepares future scientists to address complex ocean-human system interactions. Students reported both challenges and benefits from integrating deep disciplinary expertise with broad problem-solving approaches.
Science Literacy Profile of High School Students: Implications of PBL Didactic Design on the Topic of Microplastics
This education research paper is not primarily about microplastic risks; it studies Indonesian high school students' scientific literacy after a problem-based learning curriculum using microplastics as a teaching topic, assessing students' ability to explain phenomena, evaluate investigations, and interpret data within the PISA framework.
Applying Personal Inquiry to Strengthen Thinking and Research Skills an ATL in Upper IB-PYP
This study examined the implementation of Personal Inquiry as a reflective learning approach to strengthen thinking and research skills within the IB Primary Years Programme curriculum at an international school in Bekasi. The seven-week descriptive qualitative study found that the approach supported higher-order thinking and independent research abilities in elementary school students.
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context
This study qualitatively identified eight dimensions of environmental identity development in elementary school students engaged in a pollution-focused science curriculum, finding that emotional responses and personal meaning emerged as distinct dimensions not previously captured in adult environmentalist research.