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<p>This paper puts forward that primary science education can provide a crucial opportunity to establish a foundational understanding that develops planetary-consciousness – defined by Kingsley (2015) as an understanding of our interconnectivity and interdependence that allows us to consciously connect, collaborate and care about the future. Through promoting this consciousness, learners can question, understand, imagine and hope in ways that bring about responsible action for planetary wellbeing. While previous research has argued that we need to look beyond science education to develop a more holistic climate change education (OECD, 2024), this scoping review returns to the importance of science education by considering not only the substantive knowledge associated with climate change education, but also the pedagogical approaches that reframe science as a more-than-human endeavour. Drawing on Olson's (<CitationRef CitationID="CR70">2008</CitationRef>) conception of asking questions about and for the natural world, this approach recognises that meaningful scientific inquiry emerges from understanding our embeddedness within, rather than separation from, the planetary systems we study. There has been an exponential growth in the number of publications related to climate change education (Kumar et al., 2023). This paper reviews research in climate change education (using three databases: ERIC, Google Scholar and Education Database) in formal education settings, identifying how the key findings from recent research (2022 – 2024) can be used to inform a planetary-conscious pedagogical approach to primary science education. This approach suggests that substantive and disciplinary knowledge (chemical, physical, biological, Earth and space sciences) within curriculum frameworks can be underpinned by evidence-informed and participatory approaches that cultivate the interconnected understanding, collaborative capacity, and caring relationships essential for more just and responsive engagement with the climate crisis.</p>

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Using a scoping review to inform a planetary-conscious pedagogical approach to primary science education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月18日

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  • Amy Strachan,
  • Andy Markwick

摘要

This paper puts forward that primary science education can provide a crucial opportunity to establish a foundational understanding that develops planetary-consciousness – defined by Kingsley (2015) as an understanding of our interconnectivity and interdependence that allows us to consciously connect, collaborate and care about the future. Through promoting this consciousness, learners can question, understand, imagine and hope in ways that bring about responsible action for planetary wellbeing. While previous research has argued that we need to look beyond science education to develop a more holistic climate change education (OECD, 2024), this scoping review returns to the importance of science education by considering not only the substantive knowledge associated with climate change education, but also the pedagogical approaches that reframe science as a more-than-human endeavour. Drawing on Olson's (2008) conception of asking questions about and for the natural world, this approach recognises that meaningful scientific inquiry emerges from understanding our embeddedness within, rather than separation from, the planetary systems we study. There has been an exponential growth in the number of publications related to climate change education (Kumar et al., 2023). This paper reviews research in climate change education (using three databases: ERIC, Google Scholar and Education Database) in formal education settings, identifying how the key findings from recent research (2022 – 2024) can be used to inform a planetary-conscious pedagogical approach to primary science education. This approach suggests that substantive and disciplinary knowledge (chemical, physical, biological, Earth and space sciences) within curriculum frameworks can be underpinned by evidence-informed and participatory approaches that cultivate the interconnected understanding, collaborative capacity, and caring relationships essential for more just and responsive engagement with the climate crisis.