El desarrollo sostenible y el futuro de la enseñanza de las ciencias

Abstract

Although the idea of sustainable development came up in the first reports of the Club of Rome some twenty years ago, it was not taken into account by educationalists until the late eighties. The paper discusses two issues that have emerged from that of sustainable development: a) the operative consequences of this concept for citizens; b) the consequences for the educational system and curriculum. The consequences are discussed at three levels: a) the curriculum, where not only the scientific and technological innovations may be examined on environmental terms, but also the idea about economic development and growth (they are not always together on historical terms), b) on hands teacher training promoting evaluation linked to on the scene teacher training as an important skill; c) innovative learning where anticipating global situations and participating locally is based on situated learning.