IDEAS home Printed from https://ideas.repec.org/a/sae/jousus/v11y2017i2p86-101.html
   My bibliography  Save this article

Exploring Curriculum for Science Education: Lessons from a Mexican Biosphere Reserve

Author

Listed:
  • Gabriela Alonso-Yanez

Abstract

Exploring 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.

Suggested Citation

  • Gabriela Alonso-Yanez, 2017. "Exploring Curriculum for Science Education: Lessons from a Mexican Biosphere Reserve," Journal of Education for Sustainable Development, , vol. 11(2), pages 86-101, September.
    • Handle: RePEc:sae:jousus:v:11:y:2017:i:2:p:86-101
    DOI: 10.1177/0973408218763443
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/0973408218763443
    Download Restriction: no
    File URL: https://libkey.io/10.1177/0973408218763443?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Martha Bonilla-Moheno & Eduardo García-Frapolli, 2012. "Conservation in Context: A Comparison of Conservation Perspectives in a Mexican Protected Area," Sustainability, MDPI, vol. 4(9), pages 1-17, September.
    2. Jasmin Decristan & A. Lena Hondrich & Gerhard B�ttner & Silke Hertel & Eckhard Klieme & Mareike Kunter & Arnim L�hken & Katja Adl-Amini & Sanna-K. Djakovic & Susanne Mannel & Alexander Naumann & Ilonc, 2015. "Impact of Additional Guidance in Science Education on Primary Students' Conceptual Understanding," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(5), pages 358-370, August.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. María Fernanda López Sandoval & Andrés Gerique & Perdita Pohle, 2017. "What Is Behind Land Claims? Downsizing of a Conservation Area in Southeastern Ecuador," Sustainability, MDPI, vol. 9(9), pages 1-15, August.
    2. Martha Bonilla-Moheno & Coral E. Rangel Rivera & Eduardo García-Frapolli & Fernanda L. Ríos Beltrán & Celene Espadas-Manrique & Filippo Aureli & Bárbara Ayala-Orozco & Gabriel Ramos-Fernández, 2021. "Changes in the Socio-Ecological System of a Protected Area in the Yucatan Peninsula: A Case Study on Land-Use, Vegetation Cover, and Household Management Strategies," Land, MDPI, vol. 10(11), pages 1-17, October.
    3. Verónica Iñiguez-Gallardo & Fabián Reyes-Bueno & Olga Peñaranda, 2021. "Conservation Debates: People’s Perceptions and Values towards a Privately Protected Area in Southern Ecuador," Land, MDPI, vol. 10(3), pages 1-13, February.
    4. Luciana Iocca & Teresa Fidélis, 2023. "Is There a Place for Indigenous Peoples and Local Communities in Climate Change Policy and Governance? Learnings from a Brazilian Case," Land, MDPI, vol. 12(9), pages 1-20, August.
    5. Tobias Hoppe & Alexander Renkl & Tina Seidel & Stephanie Rettig & Werner Rieß, 2020. "Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter," Sustainability, MDPI, vol. 12(10), pages 1-15, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:jousus:v:11:y:2017:i:2:p:86-101. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.