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Recontextualizing the School Life Sciences Curriculum after Meeting Sustainability Science.

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Title: Recontextualizing the School Life Sciences Curriculum after Meeting Sustainability Science.
Authors: Grange, Lesley Le1 (AUTHOR), Laubscher, Leila1 (AUTHOR)
Source: Discourse & Communication for Sustainable Education. Jun2026, Vol. 17 Issue 1, p7-22. 16p.
Subject Terms: *Curriculum, *Life science education, *Education policy, *Teacher educators, *Environmental education, Sustainability, South Africans
Geographic Terms: South Africa
People: Bernstein, Basil B.
Abstract: In this article, the authors analyze the extent to which sustainability science subject matter is reflected in the Life Sciences school curriculum in South Africa. The authors used Bernstein's theory of the pedagogic device and key topics derived from the literature on sustainability science to frame the analysis. Document analysis was the method used to conduct a content analysis of the Curriculum Policy and Assessment (CAPS) document for Life Sciences. The results showed that although coverage is not extensive, some sustainability science topics are found in the prescribed Life Sciences curriculum, which teachers can use to address sustainability in the classroom. However, many more sustainability science topics should be included. The findings provide useful information for policymakers, teacher educators, resource developers, and schoolteachers. This analysis was limited to Bernstein's fields of recontextualization and production. Further research on reproduction is required to gain insight into what teachers do in classrooms when including sustainability science. [ABSTRACT FROM AUTHOR]
Copyright of Discourse & Communication for Sustainable Education is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Recontextualizing the School Life Sciences Curriculum after Meeting Sustainability Science.
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  Data: <searchLink fieldCode="JN" term="%22Discourse+%26+Communication+for+Sustainable+Education%22">Discourse & Communication for Sustainable Education</searchLink>. Jun2026, Vol. 17 Issue 1, p7-22. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Life+science+education%22">Life science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africans%22">South Africans</searchLink>
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  Data: In this article, the authors analyze the extent to which sustainability science subject matter is reflected in the Life Sciences school curriculum in South Africa. The authors used Bernstein's theory of the pedagogic device and key topics derived from the literature on sustainability science to frame the analysis. Document analysis was the method used to conduct a content analysis of the Curriculum Policy and Assessment (CAPS) document for Life Sciences. The results showed that although coverage is not extensive, some sustainability science topics are found in the prescribed Life Sciences curriculum, which teachers can use to address sustainability in the classroom. However, many more sustainability science topics should be included. The findings provide useful information for policymakers, teacher educators, resource developers, and schoolteachers. This analysis was limited to Bernstein's fields of recontextualization and production. Further research on reproduction is required to gain insight into what teachers do in classrooms when including sustainability science. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Discourse & Communication for Sustainable Education is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192605299
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      – Type: doi
        Value: 10.2478/dcse-2026-0002
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Life science education
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      – SubjectFull: Education policy
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      – SubjectFull: Teacher educators
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      – SubjectFull: Sustainability
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      – SubjectFull: South Africans
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      – SubjectFull: South Africa
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      – SubjectFull: Bernstein, Basil B.
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      – TitleFull: Recontextualizing the School Life Sciences Curriculum after Meeting Sustainability Science.
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              M: 06
              Text: Jun2026
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              Y: 2026
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