Titlebook: Science Curriculum for the Anthropocene, Volume 2; Curriculum Models fo Xavier Fazio Book 2023 The Editor(s) (if applicable) and The Author

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- portunity to discuss the state-of-the-art technology in theoretical and practical aspects of information and communications security. The response to the Call forPaperswassurprising.WhenwewerepreparingtheconferencebetweenApril and May, China, including the conference venue, Huhehaote City, was ?g

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inability Competences: An Approach to the European?.GreenComp.?Framework?is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com..978-3-031-37392-3978-3-031-37391-6

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Designing for Collective Futures: The Engineering for Ecological and Social Justice Framework,n the face of ecological crises and how to support educators in this work. In this chapter, we describe our . (EESJ) Instructional Framework and provide two case studies of how our framework and its associated high-leverage practices engage students in speculative worldmaking in their own communitie

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Contemporary Science Research and Climate Change Education,ta-driven epistemic practices to develop the knowledge, values and agency needed for prospering in the Anthropocene (Vamvakas et al., Contemporary science practice in the classroom: A phenomenological exploration into how online curriculum resources can facilitate learning. . ., 2021; White et al.,

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,Energy and Your Environment (EYE): Place-Based Curriculum Unit to Foster Students’ Energy Literacy,more than 300 students. Preliminary data analyses from two classrooms reveal how students’ system thinking about energy flow shifted as they developed knowledge of the built environment and its impacts on global carbon emissions. This chapter focuses on EYE unit development, analysis of students’ sy

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Outbreak Science: Implications for Teaching and Learning in STEM Classrooms, on the concerns of epidemics and global pandemics with the ultimate goal of enhancing students’ scientific literacy. Recommendations target teacher preparation and professional development initiatives and include opportunities for educators to engage with digital tools to enhance teacher competenci

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Developing Nature-Connectedness Among Students in Singapore,e mean CNI before attending the camp (.?=?4.00) and after (. = 4.17, .<0.05), we observed that there was a significant increase in students’ connection to nature after experiencing the activities on SJIC. Reasons cited for a greater interest in nature include students’ intimate interaction with the

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