Globalization of science inquiry and education for sustainable development

Globalization of science education is most evident through the process of teaching science through inquiry. Moreover with UNESCO's international decade of Education for Sustainable Development there is global attention on how this might be achieved through the formal. curriculum. We explore some implications by examining the current status of science inquiry and education for sustainable development in China, Canada and Chile through discussion of teachers, science educators and scientists' understandings of in addition to representation in teaching resources and curriculum documents. The research takes a qualitative approach based on phenomenography (after Marton 1981). The significance of-these issues for future implementation of science inquiry and education for sustainable development in schools and science teacher professional development are highlighted. The study revealed that, while inquiry-based science education programs are being promoted in each country, education for sustainability does not feature as a priority. Teachers and associated educators displayed willingness to raise consciousness and drew largely on local context examples of. environmental concern. Minimal social participation in ecological inquiry was identified in these programs.