The Role of Science Education in Decision-Making Concerning Health and Environmental Issues

Abstract

In this chapter, we argue that, in order to contribute to health and environmental education, science education in classroom teaching, in research, development, and teacher education as well as in educational policy should 1) include the complex nature of the multidisciplinary problems by fostering conceptual understanding about systems from different angles and disciplines and systems thinking skills, 2) aim to equip students with a sound understanding of the nature of science and the nature of scientific knowledge and how to deal with uncertainty, 3) take into account attitudes, values, and subjective needs in decision-making as well as focus on a reflective attitude towards them, and should 4) include critical thinking skills and the ability to evaluate information critically. Finally, we combine these aspects to a vision of science education that is fit to support students in becoming reflected decision-makers. Additionally, we give ideas about how this vision could be turned into reality by transforming science education on the levels of classroom teaching, school development, teacher education, educational research and educational policy.