| dc.description.abstract | Engaging students in science education and prepare them to face complex Socio-Scientific Issues in their future is of importance in Europe. Therefore, this work focused on learning through a School- Community-Project about sustainability to actively engage students in learning and develop competences such as inquiry, communication, and collaboration skills. School-Community-Projects aim to establish partnerships between schools and their community, whereby Socio-Scientific Issues that have a relevance for the community are the subject of the project. Within this framework, a School-Community-Project for 10th grade pre-university students in the Netherlands was designed and the key activities that constitute a School-Community-Project, the important elements for implementation, and the development of students’ Sustainability Consciousness were investigated. To explore these aspects, a combination of research methods was used, including observations, questionnaires for teachers, school leaders, stakeholders, and students, and a student semi- structured group interview. The results highlight that key activities such as allowing students to choose their topic of interest, filling in a plan of action, conducting pitches for feedback, e-mailing stakeholders, providing progress updates, and organizing a presentation fair were important to constitute the project. Additionally, suggestions for improvements of activities were also provided. Important elements for implementation differed for teachers, school leaders and stakeholders, but societal purpose, clear expectations, and a central contact person were important for all actors involved. The measurements on students’ Sustainability Consciousness showed an increase in the knowingness component. No increase in the attitudes and behaviours components were measured. | |
