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

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  • 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
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    References listed on IDEAS

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    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.
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