June 15, 2019
June 15, 2019
October 19, 2019
STEM education has an important role on sustainable development as it is mentioned on Agenda 21 (Development United Nations Conference on Environment) that indicated the important role of education in this process. The purpose of this study is to identify key sustainability competencies that are integrated into science, technology and engineering in middle school that align WITH the Next Generation of Science Standards (NGSS) and Standards for Technological Literacy (STL). Using the sustainability competencies defined by UNESCO as a conceptual framework. Seventy-three peer-reviewed articles from 2013 to 2018 were gathered through a systematized literature review and analyzed through inductive and deductive methods. The deductive method was conducted by analyzing the peer-reviewed articles’ content with a focus on projects’ goals, project activities, learning outcomes targeted as well as their alignment with of the NGSS, STL standards, and UNESCO’S sustainability competencies. The research question explore in this study is: What are the key sustainability competencies integrated in Science, Mathematics, Technology, and Engineering Education in middle schools that are documented in the academic literature? The key sustainability competencies identified in previous studies were: Systems thinking, collaboration competence and critical thinking. In addition, we found that the use of real-world issues is a critical element in the implementation of sustainability in classrooms. Moreover, the inductive analysis indicated a relationship between the context and the content targeted in sustainability projects, which were observed at four levels: Level 1: Project context closer to the student (e.g. students analyzed their energy consumption in their houses by using an energy tracker program in their classroom); Level 2: Project context within students’ community (schools/county/state); Level 3: projects with a global context (e.g. projects explored energy economy, overpopulation within country and countries); Level 4: Planetary Boundaries (e.g. projects related to biodiversity, water scarcity in relation to climate change). These four levels model when use as a framework would help educators to guide the integration of sustainability and aligned it to required standards. Finally, this study identified some of the limitations in previous projects integrating sustainability competencies in middle schools.
Quintana-Cifuentes, J. P., & Asunda, P., & Purzer, S., & Magana, A. J. (2019, June), Sustainability Competencies in STEM Education at Secondary Schools: A Systematized Literature Review Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33329
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