This research explores the phenomenon of globalization of science education by examining teachers, science educators and scientists understandings of science inquiry and sustainable development in Canada, Chile and China.
The phenomenon of globalization in the field of science education is “under-acknowledged and under-theorized” (Carter 2005 p 563) yet the current reform movement around the world to embed school science programs in the practices of science inquiry is an example of social, political and economic pressures that are generally unrecognized in science education. In many countries school science is seen as a vehicle for educating students about social problems such as water safety, waste management and energy consumption and are introduced as issues in the local social and political context requiring decision making on the basis of gathered and interpreted data. The emphasis being on making science personally relevant to students in their everyday lives rather than apprenticeship in science inquiry. However, these opportunities and themes are being used by many teachers to address some of the criteria for education for sustainable development as identified in the UNESCO decade of education for sustainable development. Our study used a phenomenographical approach ( Marton 1981) as our theoretical framework for analysis of the data to provide conceptions of meaning of reality i.e. understanding of these issues by stakeholder groups. We see the cultural diversity in the three countries as providing us with unique insights into how science inquiry can be used as a vehicle for education for sustainable development.
