Teaching environmental issues in science classroom: Status, opportunities, and strategies

Shiang Yao Liu*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Citations (Scopus)


This chapter highlights the importance of using environmental issues as a resource and a context for science education. A review of literature regarding socio-scientific issues and science–technology–society–environment (STSE)education demonstrates a rationale for involving environmental issues in science education. It has been suggested that such instruction will effectively improve student decision-making and problem-solving abilities as well as civic participation. I intend to express the status of science and environmental education in Taiwan, and tensions between these two disciplines, by analyzing relevant studies in this regard.Strength and obstacles of incorporating environmental issues into science curricula are discussed. In the final part of this chapter, I present my recent research o n teaching approaches that aim to engage students in learning environmental issues.Further studies on teachers’ perspectives on environmental issues and their practical considerations in teaching such topics are recommended.

Original languageEnglish
Title of host publicationScience Education Research and Practices in Taiwan
Subtitle of host publicationChallenges and Opportunities
PublisherSpringer Singapore
Number of pages16
ISBN (Electronic)9789812874726
ISBN (Print)9789812874719
Publication statusPublished - 2016 Jan 1


  • Action (oriented/orientation)
  • Controversial issue
  • Decision-making
  • Environmental education
  • Interdisciplinary (thinking/training program)
  • Issuebased (teaching/instruction)
  • Nature of science
  • Reflexive (action/judgment/learning/thinking)
  • Reflexivity
  • STSE education
  • Socio-Scientific issue

ASJC Scopus subject areas

  • Social Sciences(all)


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