Embedding sustainability in the teaching of physical and engineering sciences
Issue 383 | Page 74 | Published Dec 2021
Description
A new, five-step framework to help embed sustainability within college-level courses, in support of the UN's #TeachSDGs campaign.
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A duty that is both a privilege and a burden: teaching climate change in the context of an emergency
Using the notion of 'epistemic duty', a requirement to align one's beliefs with the available evidence, to reflect on teaching climate change.
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A team of school students share their reflections on their work to lead action on climate change in their communities.
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