000			nab a22 4500
999			_c86360 _d86360
008			180724b xxu||||| |||| 00| 0 eng d
082			_a507 / Alo
100			_aAlonso-Yanez, Gabriela
245			_aExploring curriculum for science education : _b lessons from a Mexican biosphere reserve
300			_ap.86 - 101
520			_aExploring science as a collective undertaking embedded in sociocultural contexts is a critical aspect of science education. This article concerns questions of curriculum design for science education for young learners, and it reports findings of a study on a conservation and environmental education initiative in Mexico’s Sierra de Huautla Biosphere Reserve. Using situational analysis to study this case, I discovered that conservation projects and the science behind them are seldom framed as situated within complex social factors; yet these factors often drive decisions about the environment and can drastically affect what is taught in science curriculums. Presenting science in all its complexity can make science curriculums ‘live’ and can help students understand science as instrumental in addressing challenges that society confronts today.
650			_aSituational analysis;
650			_aScience–society interface;
650			_aconservation of biodiversity;
650			_aScience curriculum
773	0		_082330 _dNew Delhi Centre for Environment Education (CEE) _oS170 _tJournal of Education for Sustainable Development,11(2) June 2018 _x0973-4082
856			_uhttp://journals.sagepub.com/doi/full/10.1177/0973408218763443
942			_2ddc _cAR