Surfacing tensions: teaching science through the lens of sustainability and well-being

Abstract

In this autobiographical narrative inquiry, I consider the role of science education in contributing to a sustainable society. As a high school science teacher and narrative inquirer, I use my lived experience to uncover the possibilities and limitations when moving toward teaching through the lens of sustainability and well-being. Using a narrative inquiry methodology, I unpack three narrative vignettes that arose from reflections on my teaching experiences between September 2018 and April 2020. Through this unpacking, I come to understand how the pedagogy and content of Big History can act as a framework to teach through the lens of sustainability and well-being and foster ecoliteracy within my students.