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61,005 resultsShowing papers similar to Arousing Early Strategic Thinking about SDGs with Real Mathematics Problems
ClearCurriculum 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.
Academic Literacy Supporting Sustainability for Mathematics Education—A Case: Collaborative Working as a Meaning Making for “2/3”?
This case study examines collaborative mathematics education as a tool for building academic literacy in support of sustainability goals. The paper discusses how group problem-solving around mathematical concepts can foster sustainable thinking in students.
Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs
Researchers surveyed pre-service teachers' knowledge and attitudes about water conservation issues and their links to the UN Sustainable Development Goals, finding that while awareness of clean water access was high, understanding of indirect water-related SDG connections — including pollution and ecosystem health — was limited.
Sustainability Awareness through STEAM+
This paper argues for expanding STEM education to a STEAM+ framework that incorporates humanities, community needs, and global sustainability concerns aligned with the UN's 17 Sustainable Development Goals to build broader societal sustainability awareness.
Undergraduate Mathematics Students Question and Critique Society Through Mathematical Modeling
In two undergraduate mathematics courses, 27 students engaged in mathematical modeling tasks situated in authentic real-world contexts to examine how modeling can be used to question and critique societal issues. The study explored how the modeling process enables students to connect mathematical tools to broader social and environmental concerns.
Do future teachers’ sustainability commitments really relate to action-oriented educational approaches?
Researchers analyzed educational proposals designed by 130 future secondary school teachers addressing the socioecological problem of microplastic pollution, examining the relationship between teachers' own sustainability perceptions and their selection of action-oriented educational approaches through mixed qualitative and quantitative methods.
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.
Global Issues in Local Contexts: Japanese University EFL Learners' Reactions to the Development of Relevant and Engaging SDGS Materials
This paper is not about microplastics; it describes the development of English language learning materials for Japanese university students that connect the UN Sustainable Development Goals to culturally familiar social justice topics, finding that locally relevant content improves student engagement.
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.
Integrating STEM Curriculum Across the Schools' Learning Environment to Reflect & Impact Life Practices
This paper is not about microplastics. It discusses integrating STEM curriculum across school environments to promote sustainability education and critical thinking, referencing UN Sustainable Development Goals. While it mentions environmental challenges broadly, the paper focuses on educational pedagogy rather than microplastic pollution or environmental contamination research.
The Symbiotic Curriculum: A Conceptual Framework for Integrating the SDGs Through Transformative Eco-Pedagogy
This paper introduces 'The Symbiotic Curriculum', a conceptual framework for integrating the UN Sustainable Development Goals into education through transformative eco-pedagogy grounded in Freire's critical pedagogy, Bronfenbrenner's ecological systems theory, and Mezirow's transformative learning. The framework treats the SDGs as interconnected rather than siloed topics, aiming to cultivate holistic competencies for sustainability.
Real action based on search solve create and share (SSCS) model to improve sustainability awareness of junior high school students
Researchers implemented a real-action project using the Search-Solve-Create-Share (SSCS) learning model with an education for sustainable development approach to improve sustainability awareness among 7th-grade students in Siak, Riau Province, Indonesia. A quasi-experimental design comparing SSCS-taught and control classes found the model effective at enhancing student understanding of local environmental issues including water and air pollution.
Ocean Literacy’s Influence on Integrated Learning: Teachers’ Understanding and Involvement
Researchers investigated ocean literacy integration in Indonesian junior high school education, surveying 116 teachers to examine how their understanding of ocean literacy and participation in related training influenced their inclination toward integrated teaching approaches.
Systems Thinking Research in Science and Sustainability Education: A Theoretical Note
This theoretical review examined systems thinking in science and sustainability education, critically analyzing the contradictions within sustainable development education and arguing that truly transformative environmental education must challenge anthropocentric assumptions embedded in SDG frameworks.
Sustainability in K-12 education: how can schools support students to address challenges of environmental sustainability?
This action research study examines how K-12 schools can promote environmental sustainability, finding that successful programs combine student education, school-wide practices, and community engagement to reduce environmental impact.
No App is an Island: Collective Action and Sustainable Development Goal-Sensitive Design.
This paper argues that software applications must be designed not in isolation but as part of broader socio-technical ecosystems, proposing a design framework that incorporates UN Sustainable Development Goals as explicit engineering requirements for complex digital systems.
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.
Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning
Researchers developed and evaluated a game-based environmental education program on artisanal fishing sustainability for over 1,000 primary school students in northwest Spain, using qualitative methodology to assess learning outcomes. The approach demonstrates how game-based learning can be used to promote ocean conservation aligned with UN Sustainable Development Goal 14.
Taking care of our planet: measuring and managing the environmental impact
This educational project engaged high school students in measuring and analyzing environmental impacts related to ocean health as part of the UN Sustainable Development Goals. The project aimed to raise awareness about marine pollution, including plastic waste, among young citizens.
Enhancing teacher competence through collaborative worksheet development: an empirical investigation
Researchers examined the efficacy of collaborative teaching using a project-based learning worksheet on plastic waste and climate change, involving five science teachers, two lecturers, and 45 seventh-grade students across three field trials. They found that collaborative worksheet development increased science teachers' professionalism, particularly in the collegial phase, while also improving student engagement with environmental topics.
Sustainable Development Goal Interactions
This thesis applies systems thinking and quantitative analysis to examine Sustainable Development Goal interactions across contexts and scales, using the 2030 Agenda as a framework to understand how addressing interconnected crises of climate change, biodiversity loss, inequality, and economic fragility requires integrated rather than siloed policy responses.
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.
How Marine Plastic Pollution Education Develops Secondary School Students’ Sustainability Competences
Researchers investigated how marine plastic pollution education affects Norwegian secondary school students' sustainability competences, knowledge, and attitudes toward biodiversity protection using pre- and post-test questionnaires with 50 students. Results showed that structured marine plastic pollution curricula can improve students' understanding of ecosystem impacts and motivate protective behaviors.
Education for Sustainable Development Oriented Didactic Design in A Bioplastic Context in Overcoming Barriers to Learning and Developing Attitude and Environmental Awareness
Researchers designed and evaluated a bioplastic curriculum using Education for Sustainable Development (ESD) principles, finding that hands-on bioplastic-making activities improved student understanding of sustainability concepts. The didactic design demonstrates how materials science and environmental education can be integrated in classroom settings.