Abstract
The purpose of this chapter is to establish a broader context for rethinking science education by connecting inclusive teaching and learning with sustainable development. It presents a teachers’ training course on the United Nations 17 Sustainable Development Goals (Agenda 2030) and the connections with inclusive education, which was designed and implemented by the researching @fise group of the University of Ioannina, Greece. The course focuses on the concepts of Sustainable Development Goals that are relevant to the dimensions of Science, Education and Health (S|E|H) and are included in the science curricula for the early grades. Furthermore, it responds to the need of teachers to connect the contents of the school curriculum with real-life situations as well as the learners’ interests. The teachers developed educational material and worked on the inclusion of this material in the science education curricula for the early years. This course was introductory in bringing together S|E|H in the school science curricula and in designing educational material that could fit in inclusive classrooms. At the end of the course, participants stressed the importance of raising public awareness and helping members of society take action in order to benefit from the sustainable development goals without any distinction.
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Kolokouri, E., Nanni, E., Plakitsi, K. (2021). Planet 2030 and Inclusion for Sustainable Development. In: Zeyer, A., Kyburz-Graber, R. (eds) Science | Environment | Health. Contributions from Science Education Research, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-030-75297-2_8
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