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• Published: 14 January 2020

Expanding our views of science education to address sustainable development, empowerment, and social transformation

• William C. Kyle Jr.   ORCID: orcid.org/0000-0002-0342-6504 1  

Disciplinary and Interdisciplinary Science Education Research volume  2 , Article number:  2 ( 2020 ) Cite this article

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On 25 September 2015, the UN General Assembly adopted a resolution, which took effect 1 January 2016, to transform the world to better meet human needs and the requirements of economic transformation, while protecting the environment, ensuring peace and realizing human rights. Since 1987, there have been several global initiatives oriented toward sustainable development, yet science educators have often remained silent with respect to ensuring the goals of science education are linked intrinsically to the central tenets of sustainable development. Why such silence? Where are the voices of science educators?

In this position statement, I offer a rationale for expanding our views of science education to address sustainable development, empowerment, and social transformation. Science education ought to be a primary vehicle for addressing the current and emerging global challenges facing humanity. All too often, science educators merely focus upon fostering awareness and concern for global challenges. Such an orientation falls short of the education discourse that ought to be oriented toward addressing the goals, aspirations, desires, and needs of youth, who presently number 1.8 billion and represent the largest segment of the global population being underserved. The active engagement of youth in sustainable development efforts is imperative to achieve the goals of the 2030 Agenda. Youth are not mere beneficiaries of the 2030 Agenda; they have a critical role in the implementation of the Sustainable Development Goals (SDGs).

I offer a rationale for why science educators ought to become active agents in facilitating the engagement of youth in addressing global challenges facing humanity. Youth are demanding action; science educators ought to enable learners and communities to transform and reinvent the world they are inheriting.

Herein I challenge the decades honored curricular focus upon universalism and standardization. The imposition of standards and accountability - within the context of science teaching and learning - represents the antithesis of what an education in the sciences ought to be. I wish to focus on the 2030 Agenda for Sustainable Development (United Nations, 2015a ), in the context of current and emerging global challenges, and the need to transform education. With this focus in mind, I draw attention to the fact that the present generation of youth (between the ages of 10 and 24) numbers 1.8 billion, which is approximately 24% of the global population (The Commonwealth, 2016 ; UNFPA, 2014a ). Footnote 1 In addition, the largest segment of the global population being underserved is youth (UNFPA, 2014a ), with 90% of the global youth population living in less developed countries (LDCs).

The importance of population dynamics for sustainable development is at the center of the post-2015 development agenda (UNFPA, 2014b ). It is imperative that national development plans consider shifts in youth population dynamics. By 2050, action is needed on environmental issues, climate change, and biodiversity; and, significant investment is needed in education / literacy, health care and nutrition, addressing poverty alleviation and hunger, decreasing under- and un-employment, and enhancing food production / productivity. The World Youth Report on Youth and the 2030 Agenda for Sustainable Development examines the mutually supportive roles of the new agenda and current youth development efforts (United Nations, 2018 ). Youth are not mere beneficiaries of the 2030 Agenda, rather they have a critical role in the implementation of the Sustainable Development Goals (SDGs). The active engagement of youth in sustainable development efforts will be imperative to achieving the goals of the 2030 Agenda.

Science educators ought to be at the forefront of ensuring the education discourse is oriented toward the goals, aspirations, desires, and needs of all 1.8 billion youth versus adhering to a bureaucratic characterization of science in which universal standards, goals, objectives, and accountability measures are imposed upon learners, teachers, and administrators by policy makers and politicians. All too often, as a result of universalism and standardization, learners experience an education in science disassociated from the contextual realities of life.

The United Nations Development Programme (UNDP), the United Nations Population Fund (UNFPA), the United Nations Children’s Fund (UNICEF), and the United Nations Entity for Gender Equality and the Empowerment of Women (UNWomen) all commit to collaborate to deliver on the 2030 Agenda for Sustainable Development (UNFPA, 2017 ). Their underlying principle is ‘leaving no one behind’ and ‘reaching the furthest behind’. In compliance with their respective mandates, they will focus upon such key areas as: “(a) Eradicating poverty; (b) Addressing climate change; (c) Improving adolescent and maternal health; (d) Achieving gender equality and the empowerment of women and girls; (e) Ensuring greater availability and use of disaggregated data for sustainable development” (p. iii).

Gro Harlem Brundtland, in the Prologue to the first quadrennial Global Sustainable Development Report (Independent Group of Scientists appointed by the Secretary-General, 2019 ), notes the adoption of the Sustainable Development Goals “was a key moment in building a consensus for urgent, inclusive action” (Brundtland, 2019 , p. xv). She states:

Today, faced with the imperative of tackling climate change and responding to radical, fast-paced shifts in global technology, consumption and population patterns, there is growing consensus that sustainable development is the only way that we can avert environmental and social disaster. (Brundtland, 2019 , p. xv)

Further, she asserts the implementation of the SDGs “offers a pathway to a world where poverty, inequality and conflict will not blight the life chances of millions of people who are currently denied the opportunity to enjoy their fundamental rights and freedoms” (Brundtland, 2019 , p. xv).

The Independent Group of Scientists appointed by the Secretary-General ( 2019 ) assert:

The challenge of achieving sustainable development is to secure human well-being in ways that are not only safe , in terms of not threatening the Earth system with irreversible change, but also just . Ultimately then, sustainable development should be pursued in the spirit of finding pathways that enable a good life for all, leaving no one behind, while safeguarding the environment for future generations and ensuring planetary justice. (p. 2)

The authors consider “how science can best accelerate the achievement of the Sustainable Development Goals” and they argue “in favour of a sustainability science as a new way for science to contribute directly to sustainable development (p. 2). The Report presents a scientific view on integrated ways to accomplish the transformation of the planet. The authors identify six essential entry points, where the interconnections across the SDGs and targets are suitable for accelerating the necessary transformation. The six entry points are:

Strengthening human well-being and capabilities;

Shifting towards sustainable and just economies;

Building sustainable food systems and healthy nutrition patterns;

Achieving energy decarbonization with universal access to energy;

Promoting sustainable urban and peri-urban development; and

Securing the global environmental commons.

Considering these global initiatives, where are the voices of science educators? I assert we must expand our views of science education to address sustainable development, empowerment, and social transformation, thereby ensuring an informed, ecologically / environmentally literate, thoughtful, and empathetic citizenry. Empowerment – particularly in LDCs - is correlated with poverty alleviation, addressing inequality, and economic growth. An education in science must be contextualized and connected to the life world experiences of learners, while taking into consideration issues of place-based locality, as well as social, civic, and cultural values.

Prior to the 1960s, the philosophy of science was dominated by the writings of the logical empiricists, whom Habermas ( 1972 ) regarded as presenting a ‘scientistic misconception’ of science. Historically, science educators perceived of themselves as being more aligned with science than with education. Science courses - from elementary school through undergraduate studies - were structured and taught from the perspective of an uncritical acceptance of logical positivism and, to a large extent, as a mastery of abstract concepts and principles, rarely connected to real life experiences (Kyle Jr., 2006 ; Onwu, 2000 ; Onwu & Kyle Jr., 2011 ). All too often, science educators neglected to acknowledge the differences in style, subject matter, rhetoric, and results between the natural sciences and the human studies (see Habermas, 1972 ).

By adopting an image of science teaching and learning focused upon a historical bent, it was expected students would learn about the great discoveries of the past, rather than the practices of present-day scientists. Early science educators failed to recognize how post-empiricist philosophy - that is, the repudiation of the idea that science and knowledge can be grounded in theory neutral observations - revealed just how closely traditional interpretations of knowledge were connected to an understanding of power and of the relation between power and knowledge (see Marsonet, 2016 , 2018 ; Oldroyd, 1986 ).

To the present day, the link between science and real-world experiences is almost always tenuous in the minds of learners. The lack of curricular connections between science and learners’ day-to-day lived experiences obscures and diminishes the relevance of science in their lives. Scientific practices are political in ways central to their epistemic success (see Brown & Malone, 2004 ). Fischer ( 1998 ) notes sociological research has documented the extent to which science is as much a socio-cultural activity as a technical enterprise. He asserts full understanding of scientific findings is incomprehensible apart from the socio-cultural settings, which offer purpose and meaning. Thus, students - and citizens alike - have been denied access to this essential feature of science; they have been led to reconstruct the development of science as a steady accumulation of results with the supporting evidence. In general, students – and ultimately the general citizenry - have been deprived of the opportunity to experience the shifts in interests that have marked the history of science. Devoid of the social and political processes of science, the science curriculum epitomized a single, collective, consistent account of the progression of science. This is true with respect to environmental science as well, an interdisciplinary academic field that learners seldom experience in the context of their school-based science education.

The origin of environmental science, and subsequently environmental education, can be traced to the 1960s. The environmental movement and environmental education (EE) arose as a result of public awareness. In the US, and many developed nations, Rachel Carson’s ( 1962 ) Silent Spring inspired the public’s interest and engagement with environmental issues. These fields emerged based upon the need for interdisciplinary studies to analyze emerging environmental issues and concerns. During this same period, primarily in Western developed countries, environmental laws and protections were being passed, leading to a heightened awareness among the public to such issues. The laws were wide ranging, focusing upon such issues as: air and water quality; waste management and contaminant cleanup; water, mineral, and forest resource management; and biodiversity protection. Environmental laws are part of the fabric of most nations, as well as the basis of international law and treaties.

It should be noted, however, the current Trump Administration in the US was the first to not name a science advisor since 1941. It was nearly 2 years into the Administration before the US Senate confirmed a director of the White House Office of Science and Technology Policy on 2 Jan 2019. The Administration’s distrust of academic, peer-reviewed science and science advisors imperils domestic US policy, as well as the ability of the US to engage internationally on science-related matters of global importance, especially regarding issues related to sustainable development and the environment. With respect to environmental issues, the Trump Administration consistently places politics ahead of public health and survival of the planet (Kyle Jr, 2019 ). This is evidenced by the Administration pulling out of international accords, such as the Paris Climate Agreement, an agreement within the United Nations Framework Convention on Climate Change (UNFCCC) that focuses upon greenhouse-gas-emissions mitigation, adaptation, and finance; or through the reversal of more than 80 environmental rules and regulations (see Harvard Law School Environmental & Energy Law Program, 2019 ; Sabin Center for Climate Change Law, 2019 ).

Youth should not be disenfranchised in their educational opportunities due to poor political leadership. Rather, science educators ought to facilitate ways for youth to express their political agency. O’Brien, Selboe, and Hayward ( 2018 ) highlight diverse ways in which youth are challenging power relationships and political interests to promote climate-resilient futures.

Sustainable development, environmental education and global challenges

The focus herein is upon sustainable development – inclusive of, but not limited to, environmental education and environmental issues. For me, the broader concept of sustainable development addresses the global consideration of the perspective of education for the development of responsible societies (see Sauvé, 1996 ). Sauvé notes “responsible development, which must be defined contextually, becomes the guarantee of a type of sustainability deliberately chosen by the community” (p. 29). It is this place-based orientation that enables educators to focus upon sustainable development, empowerment and social transformation in ways meaningful and relevant to the current generation of youth. The 17 Global Goals for Sustainable Development (United Nations, 2015a ) offer a starting point for educators to begin to collaborate with youth, schools, and communities and initiate a research agenda that should extend well beyond 2030 in order to ensure progress is made toward addressing and achieving the SDGs. Learning opportunities must be transformed to ensure the active engagement of youth and communities in the context of experiential learning (see Eyler, 2009 ; Kolb, 1984 ; Shulman, 2002 ). Educators ought to be purposefully engaging with learners in direct experience and focused reflection to increase knowledge, develop skills, clarify values, and develop the capacity of learners to contribute to their communities. Experiential education methodologies include, but are not limited to, informal/free-choice learning, service learning, internships, field experiences, and project-based/problem-based learning.

An orientation focusing upon the SDGs would be more relevant for the many cultures that do not possess a term for the environment (Strathern, 1980 ). Many local languages do not have a word for the phenomenon environment; or, for such issues as climate change and biodiversity. DeLoughrey, Didur, and Carrigan ( 2015 ) note such cultures “ethical and philosophical codes are not simply assimilable to the binaries of western knowledge configurations” (p. 11). In addition, EE often promotes the dominant Western cultural values of an idealized nature (Low, Taplin, & Scheld, 2005 ). The dominant cultural narrative espouses a universal conception of how individuals ought to interact with the environment and fails to reflect social and cultural diversity. The processes of cultural hegemony – the dominance of one cultural group’s ideology and values over another’s – in the context of EE, encourages a paradigm of pro-environmental behaviors (PEBs). PEBs is defined by Kollmuss and Agyeman ( 2002 ) as “behavior that consciously seeks to minimize the negative impact of one’s actions on the natural and built world” (p. 240). However, identifying behaviors to change and evaluating the effects of interventions, the focus of much scholarship in environmental psychology (see Steg & Vlek, 2009 ), fails to address the totality of the societal transformations necessary to address sustainable development and fails to acknowledge the need for the place-based contextual reality of such transformations. Kurisu ( 2015 ) advances the field of PEBs, from the origins in developed countries focused upon limited target behaviors, to address issues in developing countries, offering practical academic tools for analyzing environmental behaviors.

The most comprehensive compilation of work in the field of environmental education is the International Handbook of Research on Environmental Education , edited by Stevenson, Brody, Dillon, and Wals ( 2013 ). The Handbook illuminates the important understandings developed by EE research, critically examines the ways in which the field has changed over the decades, articulates the current debates and controversies, explicates what is still missing from the EE research agenda, and foreshadows where the agenda might and could be headed in the future. Stevenson, Wals, Brody, and Dillon ( 2013 ) note EE:

Has received considerably more attention in recent years as contested notions of environment and sustainability have become common topics of conversation among the public, the subject of media interest, and the focus of much political debate and legislation. Systemic linkages between environment, health, climate, poverty, development, and education have become more widely accepted as the years have passed. (p. 8)

However, despite the history of EE, it is not embedded or woven into the typical school curricula. EE is often avoided in school-based settings due to negative emotions and the overwhelming sense of hopelessness students and educators often feel as a result of immersing into such issues. Such perceptions are evidenced in the political discourse and media-covered hot topics; skepticism of science is rampant in conjunction with negative feelings constructed from science education. Hope and empowerment seem to be drivers for connecting environmental issues with environmental responsibility (Wilks & Harris, 2016 ).

David Suzuki, an outspoken leader in ecological sustainability, summarized the difference between transformative environmental education within science education in an interview with Farley Mowat ( 1990 ) as follows:

My sense of injustice at what human beings were doing to the living world didn’t suddenly happen. It was a gradual understanding that science is fundamentally flawed because scientists focus on parts of nature and study these in isolation from the rest. (pp. 173–174)

In other words, aspects of science education focus on facts that compartmentalize the scientist from the big picture and the daily lived experiences of students. In the typical classroom, students are often immersed with facts, vocabulary and laboratory activities, without the opportunity to connect their learning to the potential impact of daily choices to the environment. Thus, EE may inadvertently continue to separate new findings and science knowledge from its application in everyday life, sometimes even ignoring or rejecting the critical need for assimilation of knowledge into behavior changes (Chinn & Brewer, 1993 ). This is particularly true with respect to the global challenges confronting the present and future generations of youth.

Presently, the global population uses resources at a rate 40% faster than the planet can regenerate in a calendar year. As recently as around 1980, humanity’s demand for ecological resources – the Ecological Footprint - was congruent with the planet’s biocapacity – the amount of ecological resources Earth is able to generate that year (Earth Overshoot Day, 2019 , About Earth Overshoot Day, section ¶1). In essence, in the course of about 40 years, we have seen a shift to a situation where we increasingly overspend the ecological resources at a faster and faster rate (the status in 1980 did not imply equitable consumption of resources, as some nations used a lot less and some used a lot more; this is certainly true today as well). In 2019, Earth Overshoot Day was reached on July 29th. If we continue with a business-as-usual lifestyle and do not begin to make significant changes, then around the time children born in 2019 graduate from high school Earth Overshoot Day will arrive well before July 1st. What this means is in the mid-2030s it would take 2+ years for Earth to regenerate what is used in one year. Reaching this level of ecological deficit spending may be physically impossible (Ewing et al., 2008 ; Wackernagel, 2008 ).

Thus, over the course of the next 15 years, between now and the mid-2030s, a different kind of community of practice in science classrooms is going to have to emerge. The world is facing almost insurmountable challenges. These challenges transcend national boundaries. The Millennium Project identified 15 Global Challenges Facing Humanity that “provide a framework to assess the global and local prospects for humanity” (Glenn, Gordon, & Florescu, 2009 , p. 10). Our ability to provide life’s essentials, for an ever-expanding human population and within the carrying capacity of supporting ecosystems, will require major advances in science and technology and a scientifically literate citizenry. Glenn, Gordon, and Florescu ( 2011 ) assert:

The world has the resources to address its challenges. What is not clear is whether the world will make good decisions fast enough and on the scale necessary to really address the global challenges. Hence, the world is in a race between implementing ever-increasing ways to improve the human condition and the seemingly ever-increasing complexity and scale of global problems. (p. 2)

Transforming our vision of education

Given the urgent need for humanity to generate and implement effective responses to current challenges, there is recognition among governments that fundamental reordering of global priorities is needed in order to implement the goals of sustainable development. The term sustainable development was initially conceptualized in a report entitled Our Common Future , referred to as the Brundtland Report, from the United Nations World Commission on Environment and Development (WCED, 1987 ). The document states:

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It contains within it two key concepts: the concept of ‘needs’, in particular the essential needs of the world’s poor, to which overriding priority should be given; and the idea of limitations imposed by the state of technology and social organization on the environment’s ability to meet present and future needs. (The Concept of Sustainable Development section, ¶1)

We have witnessed 30+ years of UN declarations, agreements and reports, in which successes and gaps in achieving goals are reported and calls for future action are asserted. A brief overview of the history of these initiatives follows, accompanied by my own personal assertion that after over 30 years it is imperative to transform our vision of education.

The notion of fundamentally reordering global priorities was first enshrined in the Declaration of the Earth Summit in Rio de Janeiro (Brazil) in 1992. Ten years later, when the World Summit on Sustainable Development (WSSD) convened in Johannesburg (South Africa), it was hardly a point of dispute acknowledging not much progress had been made at the level of local communities for most global environmental issues (United Nations, 2002 ). With poverty deepening and becoming more widespread, and environmental degradation of essential ecosystems worsening, questions arose whether the subsequent actions and recommendations of the World Summit would be able to contribute in meaningful and realistic ways to achieving sustainable development.

In 2000, the Millennium Summit put forth an agreement to help developing countries attain what were later codified as the Millennium Development Goals (MDGs). The eight MDGs became the overarching framework for developing countries for 15 years. In the summative report (United Nations, 2015b ), the dual reality of 15 years of development efforts was characterized as follows: “unprecedented efforts have resulted in profound achievements” (p. 4) and “despite many successes, the poorest and most vulnerable people are being left behind” (p. 8).

On 25 September 2015, the UN General Assembly adopted a resolution, which took effect 1 January 2016, to “stimulate action over the next 15 years in areas of critical importance for humanity and the planet” (United Nations, 2015a , Preamble, ¶4). Entitled Transforming our world: The 2030 Agenda for Sustainable Development offers a plan to transform the world to better meet human needs and the requirements of economic transformation, while protecting the environment, ensuring peace and realizing human rights. The agenda includes 17 Sustainable Development Goals (SDGs) and 169 targets, which build upon the MDGs and strive to complete what was not achieved in the previous 15 years. The 17 SDGs are not legally binding; countries should assume ownership and establish a national framework for achieving the goals (see, http://www.un.org/sustainabledevelopment/sustainable-development-goals/ ). While the MDGs were intended for action in developing countries only, the 17 SDGs apply to all countries.

Since the inception of the concept of sustainable development 30+ years ago, many governments, agencies, NGOs, and citizens have been engaged in efforts to improve the lives of people and protect the planet. Yet, I raise the following questions: Why have there been so few efforts to transform schooling to ensure the goals of science education are linked to the central tenets of sustainable development? Why are the 15 Global Challenges Facing Humanity, the 8 Millennium Development Goals, the 17 Sustainable Development Goals, and the notion of Earth Overshoot Day not a part of the discourse of every citizen on the planet? If we hope citizens will engage in deliberation and action-taking around the most significant issues confronting humanity, then we should expand our views of the goals of education to address sustainable development, empowerment, and social transformation.

Sachs ( 2015 ) asserts “sustainable development is a way to understand the world as a complex interaction of economic, social, environmental, and political systems” (p. 11). I pose the following questions: Where in the standard curriculum do students construct such understandings? In what ways should education be more intrinsically linked to issues of sustainable development? I suggest a response to these questions ought to begin by ensuring education is more relevant to the needs of learners, communities, and society. Sachs further asserts sustainable development is “a way to define the objectives of a well-functioning society, one that delivers wellbeing for its citizens today and for future generations” (p. 11).

Traditionally, literacy is framed in terms of students’ learning disciplinary knowledge from the past. Such a perspective fails to capture dynamic aspects of the emergence / disappearance of new literacies. Among science educators, van Eijck ( 2009 ) offers the notion of scientific literacy as an emergent feature of collective praxis. This notion is “grounded in a conception of knowledge as a collective and distributed cognitive entity” (p. 255). He notes “grounding the concept of scientific literacy in a cultural-historical perspective allows the articulation of what being scientifically literate means” (p. 256). Stevenson and Dillon ( 2010 ) emphasize the importance of engaging learners as active agents. Meaningful learning about and informed action on environmental issues requires critical inquiry and reflection, as well as imagination to generate possibilities for creating more sustainable socio-ecological practices, and action to ameliorate current environmental concerns. They highlight the challenges and complexity of engaging youth and adults in meaningful learning.

Onwu and Kyle Jr. ( 2011 ) state if we wish to integrate the goals of sustainable development into science education, then there is a need to expand our view of the goals of science education beyond the content and process aims of science teaching and learning. What is needed is a shift of emphasis of science education from one bound by disciplines and subject matter headings - from learning science as a body of knowledge - to learning science linked to contextual realities of life and living. There is a need to recognize the challenge of sustainable development is not universal, but rather context dependent. And, as noted above, youth should no longer be viewed as mere beneficiaries of education; they ought to be viewed as having a critical role in the transformation of education and society, as well as in the implementation of the SDGs. The 1.8 billion youth / adolescents represent the future; a future that offers new opportunities for:

education, entrepreneurial, and skill-development initiatives;

community development and social transformation;

equitable and sustainable economic growth; as well as

opportunities to address the many global challenges facing humanity.

Greene ( 1995 ) states emphatically the main point of education in the context of a lived life is “to enable a human being to become increasingly mindful with regard to his or her lived situation - and its untapped possibilities” (p. 182). Science is a human activity. The values of science are therefore human values. As Bronowski ( 1956 /65) posits, the strengths of science and its safeguards rest predominantly on principles of freedom; notably, free inquiry, free thought, free speech and tolerance, all of which are the hallmarks of respect of human rights, freedom, and democracy. Learners ought to be afforded the opportunity to exercise creativity, debate, and dissent in the process of learning science. Through experiencing such an education in science, youth may acquire important insights into social change, systems change, citizenship, and democracy that many education systems are currently failing to provide (Hayward, 2012 ).

Science educators must begin to regard education as a primary means of investing in human resources. The youth of today must be able to address complex everyday issues yet unforeseen. This is not a modest goal. We must ensure all learners have access to an equitable education. There is a need to bridge the divide and facilitate dialogue between formal and informal / free-choice educators, as well as disciplinary and interdisciplinary science education researchers. Today’s youth recognize the implications of failing to transform toward a more sustainable future are profound (IPCC, 2014 ).

Ideally learners will be afforded the opportunity to experience a more progressive education (Dewey 1990 /1900) in the sciences, oriented toward real-world, experiential, context-based approaches to teaching and learning. In addition to challenging the notion of universalism and standardization, progressive science education will require a different form of assessment oriented toward performance observations and active assessment of learning. The goal of assessment ought to be oriented toward self- and social empowerment, action-taking, and transformation.

Throughout this article, I have raised the following questions:

Why have there been so few efforts to transform schooling to ensure the goals of science education are linked to the central tenets of sustainable development?

Why are the 15 Global Challenges Facing Humanity, the 8 Millennium Development Goals, the 17 Sustainable Development Goals, and the notion of Earth Overshoot Day not a part of the discourse of every citizen on the planet?

Where in the standard curriculum do students construct the understanding that sustainable development is a way to understand the world as a complex interaction of economic, social, environmental, and political systems?

In what ways should education be more intrinsically linked to issues of sustainable development?

On 6 May 2019, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) released a report titled, Nature’s Dangerous Decline ‘Unprecedented’;

Species Extinction Rates ‘Accelerating’ . The report assesses changes over the past five decades and asserts nature is declining globally at rates unprecedented in human history - and the rate of species extinctions is accelerating, with grave impacts on people around the world now likely. Sir Robert Watson, IPBES Chair, stated:

The overwhelming evidence of the IPBES Global Assessment, from a wide range of different fields of knowledge, presents an ominous picture. The health of ecosystems on which we and all other species depend is deteriorating more rapidly than ever. We are eroding the very foundations of our economies, livelihoods, food security, health and quality of life worldwide.

Watson further notes the report tells us:

It is not too late to make a difference, but only if we start now at every level from local to global. Through ‘transformative change’, nature can still be conserved, restored and used sustainably – this is also key to meeting most other global goals. By transformative change, we mean a fundamental, system-wide reorganization across technological, economic and social factors, including paradigms, goals and values.

Fundamental transformation is imperative to achieve the sustainable future articulated in the 2030 Agenda. The youth of today – and tomorrow – have the potential to transform the planet. As educators, our role ought to be to enable learners and communities to change and reinvent the world they are inheriting. We ought to strive to enhance the ability of youth and communities to work collectively toward a better society.

Availability of data and materials

Not applicable. Data sharing is not applicable to this article as no datasets were generated or analyzed during the current study.

Organizations use varying age ranges for the global youth population. For example, The United Nations reports there are 1.2 billion youth aged 15 to 24 years, accounting for 16% of the global population (United Nations, 2018 ). While the age ranges considered to be youth vary by organization, the population and percentage of the global population are commensurate with the age ranges.

Abbreviations

Environmental Education

Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services

Intergovernmental Panel on Climate Change

Less Developed Countries

Millennium Development Goals

Non-Government Organizations

Pro-Environmental Behaviors

Sustainable Development Goals

The United Nations Development Programme

United Nations Framework Convention on Climate Change

United Nations Population Fund

United Nations Children’s Fund

United Nations Entity for Gender Equality and the Empowerment of Women

World Commission on Environment and Development

World Summit on Sustainable Development

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Kyle, W.C. Expanding our views of science education to address sustainable development, empowerment, and social transformation. Discip Interdscip Sci Educ Res 2 , 2 (2020). https://doi.org/10.1186/s43031-019-0018-5

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• Sustainable development
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• December 2021

You’ve probably heard about STEM. The integration of science, technology, engineering and mathematics has been a central focus both within and well outside of education. 

In fact, it’s such a powerful concept that it has been hailed as critical to the future — for children, diversity, the workforce and the economy, among other areas. That’s why STEM education has received hundreds of millions of dollars in support from the U.S. government and remains one of the biggest priorities at all levels of the educational system. UTEP also offers a master's degree and a graduate certificate in STEM Education.

But what actually is STEM education, and why is it so important? Here’s what you need to know and how you can help.

What Is STEM Education?

It would be inaccurate to assume that STEM education is merely instruction in the STEM subjects of science, technology, engineering and mathematics. Rather, the idea is taken a step further.  

STEM education refers to the integration of the four subjects into a cohesive, interdisciplinary and applied learning approach. This isn’t academic theory—STEM education includes the appropriate real-world application and teaching methods. 

As a result, students in any subject can benefit from STEM education. That’s exactly why some educators and organizations refer to it as STEAM, which adds in arts or other creative subjects. They recognize just how powerful the philosophy behind STEM education can be for students.  

Why Is STEM Education Important?

There are several layers to explore in discovering why STEM education is so important. 

In 2018, the White House released the “Charting a Course for Success” report that illustrated how far the United States was behind other countries in STEM education.  

It found that only 20% of high school grads were ready for the rigors of STEM majors. And how over the previous 15 years, the U.S. had produced only 10% of the world’s science and engineering grads. 

Since the founding of the Nation, science, technology, engineering, and mathematics (STEM) have been a source of inspirational discoveries and transformative technological advances, helping the United States develop the world's most competitive economy and preserving peace through strength. The pace of innovation is accelerating globally, and with it the competition for scientific and technical talent. Now more than ever the innovation capacity of the United States — and its prosperity and securit  — depends on an effective and inclusive STEM education ecosystem. - Charting a Course for Success

 That was one of the most news-worthy developments in recent years. It set the stage for many arguments behind STEM in the context of the global economy and supporting it through education. 

Job Outlook and Salary

One of the most direct and powerful arguments for the importance of STEM education is how relevant STEM is in the workforce. In 2018, the Pew Research Center found that STEM employment had grown 79% since 1990 (computer jobs increased 338%).  

What about now? All occupations are projected to increase 7.7% by 2030, according to the Bureau of Labor Statistics (BLS). Non-STEM occupations will increase 7.5% while STEM occupations will increase 10.5% .  

The findings are even more pronounced in terms of salary. The median annual wage for all occupations is $41, 950. Those in non-STEM occupations earn $40,020 and those in STEM occupations earn $89,780.  

Even areas like entrepreneurship see the same types of results. A report from the Information Technology and Innovation Foundation (ITIF) found that tech-based startups pay more than double the national average wage and nearly three times the average overall startup wage. They only make up 3.8% of businesses but capture a much larger share of business research and development investment (70.1%), research and development jobs (58.7%) and wages (8.1%), among other areas.  

Diversity and Skills

An important detail in the passage from “Charting a Course for Success” comes toward the end of the final sentence: “Now more than ever the innovation capacity of the United States—and its prosperity and security—depends on an effective and inclusive STEM education ecosystem.”  

Being inclusive is incredibly important once you understand how STEM occupations are such high-demand, high-paying positions. Unfortunately, however, diversity is a significant issue here.  

• The Pew Research Center noted how women account for the majority of healthcare practitioners and technicians but are underrepresented across many other STEM fields, especially in computer jobs and engineering. Black and Hispanic workers are also underrepresented in the STEM workforce.
• In the International Journal of STEM Education, authors noted how women are significantly underrepresented in STEM occupations. They make up less than a quarter of those working in STEM occupations and for women of color, representation is much lower — Hispanic, Asian and Black women receive less than 5% of STEM bachelor’s degrees in the U.S. Authors also pointed out how people of color overall are underrepresented in U.S.-based STEM leadership positions across industry, academia and the federal workforce.  

These issues are troubling when you consider how it undermines students’ opportunities to pursue high-demand, high-paying roles. Yet, it’s more than that. STEM education is about a teaching philosophy that naturally integrates critical thinking and language skills in a way that enriches any subject. Perhaps you’ve experienced or can imagine an education that integrates problem solving and engineering practices into any subject, where technology is seamlessly integrated throughout. Any subject—art, language, social studies, health—can benefit.  

So when students don’t receive an effective STEM education, they’re not only receiving less instruction in STEM subjects. They miss out on the universal application that high-level skills in STEM subjects can bring.  

How You Can Make a Difference

Take the opportunity to encourage young minds in STEM education. Whether that means volunteering a little bit of your time at a local school or finding age-appropriate STEM literature and activities for your children, you can have an impact.  

You can also consider pursuing a career or enhancing your career as a teacher or leader in STEM education, which represents a major problem right now in education. Researchers in Economic Development Quarterly noted how the current shortage of teachers in the U.S. is “ especially acute ” among STEM educators.  

In just five courses, you can earn an online graduate certificate in STEM education and learn how you can increase STEM literacy through formal and informal learning opportunities across a variety of settings. Or there’s the 100% online M.A. in Education with a Concentration in STEM Education , which helps you to be a leader in STEM education. You’ll be prepared for advancement in roles across public and private schools, community-based organizations, research, nonprofits and nongovernmental organizations.  

UTEP’s programs are focused on preparing today and tomorrow’s educators for working with modern students in multicultural settings who need to find motivation and engagement in their learning. And again, this is especially important. A study in Education Journal found that while students of all races enter into STEM majors at equal rates, minority students leave their major at nearly twice the rate of white students.  

UTEP is one of only 17 Hispanic-Serving Institutions (HSIs) in the country to be designated as an R1 top tier research university. Interested in learning more about how you can engage and inspire students in STEM education? You can discuss that and more with a one-on-one consultation with an enrollment counselor.

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Under the umbrella of the IAP, more than 140 national, regional and global member academies work together to support the vital role of science in seeking evidence-based solutions to the world’s most challenging problems.

IAP empowers academies and regional academy networks to provide independent, authoritative advice on global, regional and national issues.

IAP communicates the importance of science, engineering and medicine.

IAP engages with its member academies in a number of ways to carry out projects and programmes.

Read the latest news from the IAP and its international network.

Science education: purpose, methods, ideas and teaching resources

What is the purpose of science education, what is the best method of teaching science, what is inquiry-based science education, what is an example of inquiry-based learning, free online resources for science teachers, science education ideas.

To prosper in this modern age of innovation requires the capacity to grasp the essentials of diverse problems, to recognise meaningful patterns, to retrieve and apply relevant knowledge.

Science education has the potential for helping the development of the required abilities and understanding by focusing on developing powerful ideas of science and ideas about the nature of scientific activity and its applications .

Scientific literacy refers to an individual’s scientific knowledge and its use . It allows an understanding of the scientific process and makes it possible to apply evidence-based knowledge across a broad range of issues that require individual and collective action (such as responding to COVID-19 and climate change , or understanding AI, machine learning and other new technologies).

Science Education is a key area for the InterAcademy Partnership (IAP) , whose Science Education Programme (SEP) is led by a Global Council of experts that defines and implements its annual activities on global and regional scales.

Science education should enhance learners’ curiosity , wonder and questioning , building on their natural inclination to seek meaning and understanding of the world around. Scientific inquiry should be introduced and encountered by school students as an activity that can be carried out by everyone including themselves.

They should have personal experiences of finding out about and of making connections between new and previous experiences that not only bring excitement and satisfaction but also the realisation that they can add to their knowledge through active inquiry . Both the process and product of scientific activity can evoke a positive emotional response which motivates further learning.

Inquiry-Based Science Education (IBSE) adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition. In this sense, inquiry-based science involves students doing science where they have opportunities to explore possible solutions, develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in the light of available evidence.

This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings.

IAP seeks to reform and develop science education on a global scale, especially in primary and secondary schools, with a pedagogy based on IBSE because it provides opportunities for students to see how well their ideas work in authentic situations rather than in abstract discussions. Students build knowledge through testing ideas, discussing their understanding with teachers and their peers, and through interacting with scientific phenomena.

An example of inquiry-based learning is ' COVID-19! How can I protect myself and others? ' ( free download here ), a new rapid-response guide for youth aged 8–17 developed as a response to the COVID-19 pandemic by the Smithsonian Science Education Center , in collaboration with the World Health Organization (WHO) and IAP .

The guide, which is based on the UN Sustainable Development Goals (SDGs) , aims to help young people understand the science and social science of COVID-19 as well as help them take actions to keep themselves, their families and communities safe .

Through a set of seven cohesive student-led tasks , participants engage in the activities to answer questions previously defined by their peers . The questions explore the impact of COVID-19 on the world, how to practice hand and respiratory hygiene and physical distancing, and how to research more information about COVID-19. The final task teaches youth how they can take action on the new scientific knowledge they learn to improve their health and the health of others. Each task is designed to be completed at home.

Food! Community Research Guide

Food! is a freely available community research guide that uses the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students ( download it here ).

Mosquito! Community Research Guide

This module effectively promotes excellence within science education while fostering pioneering approaches to empower and unite educators around the world. Mosquito! addresses the problem of diseases transmitted by mosquitoes from an educational point of view ( download it here ). 

Other teaching resources and guides

You can download more teaching resources and guides here .

The IAP publication “ Working with Big Ideas of Science Education ” (available for free here ) includes this list of ideas that all students should have had opportunity to learn by the end of compulsory education:

All matter in the Universe is made of very small particles

Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of the atoms explains the properties of different materials. In chemical reactions atoms are rearranged to form new substances. Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric charges of protons and electrons attract each other, keeping atoms together and accounting for the formation of some compounds.

Objects can affect other objects at a distance

All objects have an effect on other objects without being in contact with them. In some cases the effect travels out from the source to the receiver in the form of radiation (e.g. visible light). In other cases action at a distance is explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or gravitational field. Gravity is a universal force of attraction between all objects however large or small, keeping the planets in orbit round the Sun and causing terrestrial objects to fall towards the centre of the Earth.

Changing the movement of an object requires a net force to be acting on it

A force acting on an object is not seen directly but is detected by its effect on the object’s motion or shape. If an object is not moving the forces acting on it are equal in size and opposite in direction, balancing each other. Since gravity affects all objects on Earth there is always another force opposing gravity when an object is at rest. Unbalanced forces cause change in movement in the direction of the net force. When opposing forces acting on an object are not in the same line they cause the object to turn or twist. This effect is used in some simple machines.

The total amount of energy in the Universe is always the same but can be transferred from one energy store to another during an event

Many processes or events involve changes and require an energy source to make them happen. Energy can be transferred from one body or group of bodies to another in various ways. In these processes some energy becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.

The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate

Radiation from the Sun heats the Earth’s surface and causes convection currents in the air and oceans, creating climates. Below the surface heat from the Earth’s interior causes movement in the molten rock. This in turn leads to movement of the plates which form the Earth’s crust, creating volcanoes and earthquakes. The solid surface is constantly changing through the formation and weathering of rock.

Our solar system is a very small part of one of billions of galaxies in the Universe

Our Sun and eight planets and other smaller objects orbiting it comprise the solar system. Day and night and the seasons are explained by the orientation and rotation of the Earth as it moves round the Sun. The solar system is part of a galaxy of stars, gas and dust, one of many billions in the Universe, enormous distances apart. Many stars appear to have planets.

Organisms are organised on a cellular basis and have a finite life span

All organisms are constituted of one or more cells. Multi-cellular organisms have cells that are differentiated according to their function. All the basic functions of life are the result of what happens inside the cells which make up an organism. Growth is the result of multiple cell divisions.

Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms

Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants and some bacteria are able to use energy from the Sun to generate complex food molecules. Animals obtain energy by breaking down complex food molecules and are ultimately dependent on green plants as their source of energy. In any ecosystem there is competition among species for the energy resources and materials they need to live and reproduce.

Genetic information is passed down from one generation of organisms to another

Genetic information in a cell is held in the chemical DNA. Genes determine the development and structure of organisms. In asexual reproduction all the genes in the offspring come from one parent. In sexual reproduction half of the genes come from each parent.

The diversity of organisms, living and extinct, is the result of evolution

All life today is directly descended from a universal common ancestor that was a simple one-celled organism. Over countless generations changes resulting from natural diversity within a species lead to the selection of those individuals best suited to survive under certain conditions. Species not able to respond sufficiently to changes in their environment become extinct.

Science is about finding the cause or causes of phenomena in the natural world

Science is a search to explain and understand phenomena in the natural world. There is no single scientific method for doing this; the diversity of natural phenomena requires a diversity of methods and instruments to generate and test scientific explanations. Often an explanation is in terms of the factors that have to be present for an event to take place as shown by evidence from observations and experiments. In other cases supporting evidence is based on correlations revealed by patterns in systematic observation.

Scientific explanations, theories and models are those that best fit the evidence available at a particular time

A scientific theory or model representing relationships between variables of a natural phenomenon must fit the observations available at the time and lead to predictions that can be tested. Any theory or model is provisional and subject to revision in the light of new data even though it may have led to predictions in accord with data in the past.

The knowledge produced by science is used in engineering and technologies to create products to serve human ends

The use of scientific ideas in engineering and technologies has made considerable changes in many aspects of human activity. Advances in technologies enable further scientific activity; in turn this increases understanding of the natural world. In some areas of human activity technology is ahead of scientific ideas, but in others scientific ideas precede technology.

Applications of science often have ethical, social, economic and political implications

The use of scientific knowledge in technologies makes many innovations possible. Whether or not particular applications of science are desirable is a matter that cannot be addressed using scientific knowledge alone. Ethical and moral judgments may be needed, based on such considerations as justice or equity, human safety, and impacts on people and the environment.

Do not miss news and updates on the activities, opportunities and events of The InterAcademy Partnership (IAP), its regional networks, member academies and other partner organisations: subscribe to our quarterly newsletter , and follow us on Twitter , LinkedIn , and Youtube .

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Essay on Science and Technology for Students: 100, 200, 350 Words

• Updated on  
• Sep 20, 2023

Writing an essay on science and technology requires you to keep yourself updated with the recent developments in this field. Science is a field which has no limits. It is the most potent of all the fields and when combined with technology, then even the sky doesn’t remain a limit. Science is everywhere from the minute microscopic organisms to the gigantic celestial bodies. It’s the very essence of our existence. Let’s learn about Science and Technology in an essay format.

Also Read – Essay on Corruption

Essay on Science and Technology in 100 Words

Everything we do, every breath we take, every move we make, every interaction with any object, and even the thoughts we have, and the dreams we see, all involve science. Similarly, as the world is progressing, technology is getting intertwined with even the basic aspects of our lives. Be it education, sports, entertainment, talking to our loved ones, etc. Everything is inclusive of Technology nowadays. It is safe to say that Science and Technology go hand-in-hand. They are mutually inclusive of each other. Although from a broader perspective, Technology is a branch of Science, but still, each of these fields cannot be sustained without the other.

Essay on Science and Technology in 200 Words

Science and Technology are important aspects of life from the very beginning of the day to the end of it. We wake up in the morning because of the sound of our alarm clocks and go to bed at night after switching off our lights. Most importantly, it helps us save time is one of the results of advancements in science and technology. Each day new Technologies are being developed that are making human life easier and much more convenient.Advantages of Science and Technology

If we were to name the advantages of science and technology, then we would fall short of words because they are numerous. These range from the very little things to the very big ones.

Science and Technology are the fields that have enabled man to look beyond our own planet and hence, discover new planets and much more. And the most recent of the Project of India, The successful landing of Chandrayaan-3 on the south pole of the moon proves that the potential of Science and Technology cannot be fathomed via any means. The potential it holds is immense. 

In conclusion, we can confidently say that Science and Technology have led us to achieve an absolutely amazing life. However, it is extremely important to make use of the same in a judicious way so as to ensure its sustenance. 

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Essay on Science and Technology in 350 Words

Science and Technology include everything, from the smallest of the microbes to the most complex of the mechanisms. Our world cannot exist without Science and Technology. It is hard to imagine our lives without science and technology now. 

Impact of Science & Technology 

The impact of science and technology is so massive that it incorporates almost each and every field of science and even others. The cures to various diseases are being made due to the advancement in Science and Technology only. Also, technology has enhanced the production of crops and other agricultural practices also rely on Science and Technology for their own advancement. All of the luxuries that we have on a day-to-day basis in our lives are because of Science and Technology. Subsequently, the fields of Science and Technology have also assisted in the development of other fields as well such as, Mathematics , Astrophysics , Nuclear Energy , etc. Hence, we can say that we live in the era of Science and Technology. 

Safety Measures

Although the field of Science and Technology has provided the world with innumerable advancements and benefits that are carrying the world forward, there are a lot of aspects of the same that have a negative impact too. The negative impact of these is primarily on nature and wildlife and hence, indirectly and directly on humans as well.

The large factories that are associated with manufacturing or other developmental processes release large amounts of waste which may or may not be toxic in nature. This waste gets deposited in nature and water bodies and causes pollution. The animals marine or terrestrial living in their respective ecosystems may even ingest plastic or other toxic waste and that leads to their death. There are a lot of other negative aspects of the same.

Hence, it becomes our responsibility to use Science and Technology judiciously and prevent the degradation of nature and wildlife so as to sustain our planet, along with all its ecosystems, which will eventually ensure our existence in a healthy ecosystem leading to healthy and long life.

Science is something that is limitless. It is the most potent of all the fields and when combined with technology, then even the sky doesn’t remain a limit. Science is everywhere from the minute microscopic organisms to the most gigantic ones. It’s the very essence of our existence.

Science and Technology are important aspects of life. All of the luxuries that we have on a day-to-day basis in our lives are because of Science and Technology. Most importantly, it helps us save time is one of the results of advancements in science and technology. It is hard to imagine our lives without science and technology now. 

In any nation, science and technology holds a crucial part in its development in all aspect. The progress of the nation is dependent upon science and technology. It holds the to economic growth, changing the quality of life, and transformation of the society.

We hope this blog of ours on Essay on Science and Technology has helped you gain a deeper knowledge of the same. For more such informative and educational essays please visit our site:- Leverage Edu Essay Writing .

Deepansh Gautam

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Science Essay Examples

Best Science Essay Examples to Learn From

Published on: May 3, 2023

Last updated on: Jan 31, 2024

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Are you struggling to write a science essay that stands out? 

Are you tired of feeling overwhelmed by scientific jargon and complicated concepts? 

You're not alone. 

Science essays can be a challenge for even the most dedicated students. It's no wonder that so many students struggle to produce top-notch papers.

But fear not! 

In this blog post, we'll provide you with some science essay examples and tips. We will help you write a top-notch paper that impresses your professor and earns you a high grade. 

So buckle up and get ready to tackle science essays like a pro!

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Science Essay Examples for Students

Writing a science essay can be a daunting task for students. However, with the right guidance and examples, it can also be a rewarding and enlightening experience.

Here, we'll provide you with examples so you can elevate your own writing.

Science Essay Example SPM

Scientific Essay Example Pdf (Insert

Science Paper Example

Science Project Essay Example

Science Essay Examples for Different Subjects

Science is a vast field that encompasses many different subjects, from biology to physics to chemistry. As a student, you may find yourself tasked with writing a science essay on a subject that you're not particularly familiar with. 

We have provided you with science essay examples for different subjects to help you get started.

Social Science Essay Example

Political Science Essay Example

Environmental Science Essay Example

Health Science Essay Example

Computer Science Essay Example

University Science Essay Examples

Science essays are important part of university-level education. However, different universities may have different requirements and expectations when it comes to writing these essays. 

That's why we've compiled some science essay examples for different universities. You can see what works and what doesn't, and tailor your own writing accordingly.

Scientific Essay Example University

Mcmaster Health Science Essay Example

Cornell Arts And Science Essay Example

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Structure of a Science Essay

Science essays are a crucial part of many subjects, and learning to structure them effectively is essential for achieving academic success. 

Let’s explore scientific essay structure.

Introduction

The introduction of a science essay should introduce the topic and provide some context for the reader. 

You should explain the purpose of the essay and provide a thesis statement that outlines the main argument you will make in the essay. A good introduction should also capture the reader's interest and motivate them to read on.

Check out these how to start a science essay examples for better understanding:

Body Paragraphs

The body paragraphs of a science essay should provide evidence to support the thesis statement. You should use scientific evidence, research, and data to support your argument. 

Each paragraph should focus on one key point, and the points should be organized logically to create a coherent argument. It is essential to provide citations for all sources you use in your essay.

Here is an example for you:

The conclusion of a science essay should summarize the main points of the essay and restate the thesis statement in a compelling manner. 

You should also provide some final thoughts or recommendations based on the evidence presented in the essay. 

The conclusion should be concise and leave a lasting impression on the reader.

Natural Science Essay Topics

There are countless interesting, thought-provoking and problem solving essay topics in science.

Explore some compelling natural science essay topics to inspire your writing.

Science Essay Topics for 5th Graders

• The importance of recycling for our environment
• The different types of clouds and how they form
• How animals hibernate during the winter months
• The different types of rocks and how they are formed
• The role of bees in pollination and food production
• How light travels and how we see objects
• The properties of magnets and how they work
• The different stages of stem cell research 
• The human digestive system and how it works
• The effects of pollution on our environment and health

Science Essay Topics for 6th Graders

• The impact of climate change on the planet
• The different types of energy and how they are produced
• The importance of water conservation and management
• The role of artificial intelligence in human life
• The structure and function of the human respiratory system
• The properties and uses of acids and bases
• The effect of light on plant growth and development
• The differences between renewable and non-renewable energy sources
• The process of photosynthesis and its importance for life on Earth
• The impact of technology on the environment and society

Science Essay Topics for 7th Graders

• The structure and function of the human circulatory system
• The different types of fossils and how they are formed
• The impact of natural disasters on the environment and human life
• The pros and cons of bacteria in our bodies and in the environment
• The physics of sound and how it travels
• The effects of air pollution in United States
• The properties and uses of different types of waves (sound, light, etc.)
• The process of cell division and its role in growth and repair
• The structure and function of the human nervous system
• The different types of ecosystems and their unique characteristics

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Tips for Writing a Science Essay

Writing a science essay can be challenging, especially if you don't have much experience in writing academic papers. 

However, with the right approach and strategies, you can produce a high-quality science essays. 

Here are some tips to help you write a successful science essay:

Understand the assignment requirements: Before you start writing your essay, make sure you understand the assignment requirements. Read the prompt carefully and make note of any specific guidelines or formatting requirements.

Choose a topic that interests you: Writing about a topic that you find interesting and engaging can make the process enjoyable and rewarding. Consider topics that you have studied in class or that you have a personal interest in.

Conduct thorough research: To write a successful science essay, you need to have a deep understanding of the topic you are writing about. Conduct thorough research using reliable sources such as academic journals, textbooks, and reputable websites.

Develop a clear and concise thesis statement: Your thesis statement should clearly state your argument or position on the topic you are writing about. It should be concise and specific, and should be supported by evidence throughout your essay.

Use evidence to support your claims: When writing a science essay, it's important to use evidence to support your claims and arguments. This can include scientific data, research findings, and expert opinions.

Edit and proofread your essay: Before submitting your essay, make sure to edit and proofread it carefully. Check for spelling and grammatical errors. Ensure that your essay is formatted correctly according to the assignment requirements.

In conclusion, this blog has provided a comprehensive guide to writing a successful science essay. 

By following the tips, students can produce high-quality essays that showcase their understanding of science.

If you're struggling to write a science essay or need additional assistance, CollegeEssay.org is one of the best online essay services to help you out,

Our expert writers have extensive experience in writing science essays for students of all levels. 

So why wait? Contact our science essay writing service today!

Frequently Asked Questions

What are some common mistakes to avoid when writing a science essay.

Some common mistakes to avoid include:

• Plagiarizing content
• Using incorrect or unreliable sources
• Failing to clearly state your thesis
• Using overly complex language 

How can I make my science essay stand out?

To make your science essay stand out, consider choosing a unique or controversial topic. Using relevant and up-to-date sources, and present your information in a clear and concise manner. You can also consider using visuals such as graphs or charts to enhance your essay.

What should I do if I'm struggling to come up with a topic for my science essay?

If you're struggling to come up with a topic for your science essay, consider discussing potential topics with your instructor or classmates. You can also conduct research online or in academic journals to find inspiration.

How important is research when writing a science essay?

Research is an essential component of writing a science essay. Your essay should be grounded in accurate and reliable scientific information. That is why it's important to conduct thorough research using reputable sources.

Can I use personal anecdotes or experiences in my science essay?

While personal anecdotes or experiences can be engaging, they may not always be relevant to a science essay. It's important to focus on presenting factual information and scientific evidence to support your argument or position.

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Essay on Science and Technology for Students and Children

500+ words essay on science and technology.

Essay on Science and Technology: Science and technology are important parts of our day to day life. We get up in the morning from the ringing of our alarm clocks and go to bed at night after switching our lights off. All these luxuries that we are able to afford are a resultant of science and technology . Most importantly, how we can do all this in a short time are because of the advancement of science and technology only. It is hard to imagine our life now without science and technology. Indeed our existence itself depends on it now. Every day new technologies are coming up which are making human life easier and more comfortable. Thus, we live in an era of science and technology.

Essentially, Science and Technology have introduced us to the establishment of modern civilization . This development contributes greatly to almost every aspect of our daily life. Hence, people get the chance to enjoy these results, which make our lives more relaxed and pleasurable.

Benefits of Science and Technology

If we think about it, there are numerous benefits of science and technology. They range from the little things to the big ones. For instance, the morning paper which we read that delivers us reliable information is a result of scientific progress. In addition, the electrical devices without which life is hard to imagine like a refrigerator, AC, microwave and more are a result of technological advancement.

Furthermore, if we look at the transport scenario, we notice how science and technology play a major role here as well. We can quickly reach the other part of the earth within hours, all thanks to advancing technology.

In addition, science and technology have enabled man to look further than our planet. The discovery of new planets and the establishment of satellites in space is because of the very same science and technology. Similarly, science and technology have also made an impact on the medical and agricultural fields. The various cures being discovered for diseases have saved millions of lives through science. Moreover, technology has enhanced the production of different crops benefitting the farmers largely.

Get the huge list of more than 500 Essay Topics and Ideas

India and Science and Technology

Ever since British rule, India has been in talks all over the world. After gaining independence, it is science and technology which helped India advance through times. Now, it has become an essential source of creative and foundational scientific developments all over the world. In other words, all the incredible scientific and technological advancements of our country have enhanced the Indian economy.

Looking at the most recent achievement, India successfully launched Chandrayaan 2. This lunar exploration of India has earned critical acclaim from all over the world. Once again, this achievement was made possible due to science and technology.

In conclusion, we must admit that science and technology have led human civilization to achieve perfection in living. However, we must utilize everything in wise perspectives and to limited extents. Misuse of science and technology can produce harmful consequences. Therefore, we must monitor the use and be wise in our actions.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [{ “@type”: “Question”, “name”: “List some benefits of science and technology.”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Science and Technology helps us to function daily comfortably. It has given us railway systems, TV, refrigerator, internet and more.” } }, { “@type”: “Question”, “name”: “Name the most recent achievement of India with the help of science and technology.”, “acceptedAnswer”: { “@type”: “Answer”, “text”:”India most recently launched Chandrayaan 2 successfully. This lunar exploration helped India make a distinctive place amongst the other developed countries.”} }] }

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• Science and Technology Essay

Essay on Science and Technology

Science and technology is the ultimate need of an hour that changes the overall perspective of the human towards life. Over the centuries, there have been new inventions in the field of science and technology that help in modernizing. Right from connecting with people to using digital products, everything involves science and technology. In other words, it has made life easy and simple. Moreover, humans now have to live a simple life. There is modern equipment explored by tech experts to find something new for the future.

Science and technology have now expanded their wings to medical, education, manufacturing and other areas. Moreover, they are not limited to cities, but also rural areas for educational purposes. Every day new technologies keep coming, making life easier and more comfortable.

Brief about Science

Throughout history, science has come a long way. The evolution of the person is the contribution to science. Science helped humans to find vaccines, potions, medicines and scientific aids. Over the centuries, humans have faced many diseases and illnesses taking many lives. With the help of science, medicines are invented to bring down the effect or element of these illnesses.

Brief of Technology

The mobile, desktop or laptop which you are using for reading this essay, mobile you use for connectivity or communication or the smart technology which we use in our daily life, are a part of technology. From the machinery used in the factory to the robots created all fall under tech invention. In simpler words, technology has made life more comfortable.

Advancement in science and technology has changed the modern culture and the way we live our daily life.

Advantages and Disadvantages of Science and Technology

Science and technology have changed this world. From TV to planes, cars to mobile, the list keeps on going how these two inventions have changed the world we see through. For instance, the virtual talks we do use our mobile, which was not possible earlier. Similarly, there are electrical devices that have made life easier.

Furthermore, the transportation process we use has also seen the contribution of science and technology. We can reach our destination quickly to any part of the world.

Science and technology are not limited to this earth. It has now reached mars. NASA and ISRO have used science and technology to reach mars. Both organizations have witnessed success in sending astronauts and technologies to explore life in the mars.

Other Benefits

Life is much simpler with science and technology

Interaction is more comfortable and faster

Human is more sophisticated

Disadvantages

With the progress in science and technology, we humans have become lazier. This is affecting the human mind and health. Moreover, several semi-automatic rifles are created using the latest technology, which takes maximum life. There is no doubt that the third world war will be fought with missiles created using technology.

Man has misused the tech and used it for destructive purposes.

 Man uses them to do illegal stuff.

Technology such as a smartphone, etc. hurts children.

Terrorists use modern technology for damaging work.

Science and Technology in India

India is not behind when it comes to science and technology. Over the centuries, the country has witnessed reliable technology updates giving its people a better life. The Indian economy is widely boosted with science and technology in the field of astronomy, astrophysics, space exploration, nuclear power and more. India is becoming more innovative and progressive to improve the economic condition of the nation.

The implementation of technology in the research work promotes a better life ahead. Similarly, medical science in India is progressing rapidly, making life healthy and careful. Indian scientists are using the latest technology to introduce new medical products for people and offer them at the lowest price.

The Bottom Line

The main aim of writing this essay on science and technology is to showcase how humans have evolved over the years. Since we are advancing, the science and technology industry is also advancing at a faster pace. Although there are challenges, the road ahead is exciting. From interaction to transportation and healthcare in every sector, we will witness profitable growth in science and technology.

FAQs on Science and Technology Essay

1. How technology changed humans?

Technology has certainly changed the way we live our lives. Not a single piece of technology has failed and is continuously progressing. Be it the small industry or large, technology is a boom to your society. Technology can encompass ancient technologies like calculators, calendars, batteries and others. In future, the technology worlds include Blockchain technologies, smart cities, more advanced intelligent devices, quantum computers, quantum encryption, and others. Humans are updated with technology. This is a good sign for the coming generation.

2. What are the top technologies?

In the last few years, there has been a massive update in technology. From individuals to companies, everywhere, the use of technology is required. Some of the top technologies we are witnessing are

 Data Science

 Internet of Things

 Blockchain

 Robotic Process Automation (RPA)

 Virtual Reality

 Edge Computing

Intelligent apps

Artificial Intelligence

Each of these technologies is in the use of daily life and even in making products. However, to use this technology, there is a requirement of skilled professionals and they need proper training to use them.

3. Is the topic Science and Technology an appropriate topic for students?

Yes, Science and Technology are one of the most important topics every student should know in their schooling. The world is growing rapidly at an increasing rate where one should be equipped with minimum knowledge about these concepts. Science and technology have become a part of everyone’s life today. Therefore understanding them is definitely important.

4. Does writing essays improve English?

Yes, of course it does. Writing is absolutely fundamental to language learning. As with anything, however, it is important to learn when and what you write. If you do it all the time, your writing might sound forced. If you only do it when you don't have anything better to do, you might find yourself procrastinating, and not do it at all. It's also a lot more effective to compose essays when you are in that mindset of an essay. So, to answer your question, yes.

Forensic Science Technicians: Career, Salary and Education

This essay about the role of forensic science technicians offers insights into their career path, educational requirements, salary prospects, and the challenges they face. It explores how these meticulous professionals gather and analyze evidence to uncover the truth behind crimes, highlighting the complexities of their work and the advancements in technology shaping their field. Ultimately, it emphasizes their crucial role in the pursuit of justice and the evolution of forensic science toward a safer and more equitable society.

How it works

In the intricate tapestry of the criminal justice system, forensic science technicians stand as meticulous weavers, threading together evidence to reveal the truth behind even the most perplexing crimes. Their journey into this captivating realm begins with a thirst for knowledge and a commitment to unraveling the mysteries that lurk within crime scenes. Let us embark on a voyage through the captivating world of forensic science technicians, exploring the twists and turns of their career paths, the educational odyssey they undertake, and the promising horizons that beckon on the salary front.

In the shadowy corridors of crime scenes, forensic science technicians emerge as the sentinels of truth, meticulously gathering fragments of evidence that tell the stories of the past. Their duties encompass a kaleidoscope of tasks, from meticulously documenting crime scenes to scrutinizing microscopic clues in the laboratory. With a keen eye for detail and a scientific acumen honed through years of training, these intrepid professionals navigate the labyrinthine complexities of forensic investigations.

Embarking on the journey to become a forensic science technician requires a sturdy vessel of education, steered by the compass of curiosity and anchored by a solid foundation in the sciences. A bachelor’s degree in forensic science, chemistry, or biology serves as the sturdy mast guiding aspiring technicians through the turbulent waters of academia. Yet, the voyage does not end there; further specialization through internships and advanced degrees propels these intrepid explorers toward mastery of their craft.

As forensic science technicians chart their course through the waters of employment, the siren call of salary beckons with promises of prosperity on the distant shores of career advancement. According to the enigmatic oracle of the U.S. Bureau of Labor Statistics, the median annual wage for these valiant adventurers stood at $60,590 in the bygone year of 2020. Yet, the seas of salary are ever-changing, with bountiful treasures awaiting those who dare to venture into uncharted territories of expertise and experience.

Yet, amidst the shimmering allure of forensic science lies a tempest of challenges, threatening to capsize even the sturdiest vessels. Forensic technicians brave the stormy seas of long hours and emotionally taxing work, navigating the tumultuous waters of crime scenes and courtroom testimonies with unwavering resolve. The quest for justice is not for the faint of heart, yet it is a calling that beckons with the promise of making a tangible difference in the lives of those touched by the tides of crime.

As the winds of change sweep across the landscape of forensic science, new horizons beckon on the distant horizon. Technological marvels such as DNA sequencing and digital forensics illuminate the path forward, guiding forensic technicians toward a future brimming with possibilities. Certifications and continuing education serve as the compasses guiding these intrepid voyagers through the ever-shifting currents of innovation, ensuring they remain at the vanguard of forensic science’s evolution.

In the tapestry of justice, forensic science technicians weave the threads of evidence, unraveling the mysteries of crime with precision and dedication. Theirs is a journey fraught with challenges and imbued with promise, as they navigate the labyrinthine corridors of crime scenes and courtroom dramas. With each step forward, they bring clarity to chaos, shedding light on the darkest corners of the human experience. As the tides of time ebb and flow, forensic science technicians stand as beacons of truth, illuminating the path toward a safer and more just society.

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Forensic Science Technicians: Career, Salary and Education. (2024, Apr 29). Retrieved from https://papersowl.com/examples/forensic-science-technicians-career-salary-and-education/

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PapersOwl.com. (2024). Forensic Science Technicians: Career, Salary and Education . [Online]. Available at: https://papersowl.com/examples/forensic-science-technicians-career-salary-and-education/ [Accessed: 2 May. 2024]

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PapersOwl.com. (2024). Forensic Science Technicians: Career, Salary and Education . [Online]. Available at: https://papersowl.com/examples/forensic-science-technicians-career-salary-and-education/ [Accessed: 2-May-2024]

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