Sustainability as a Framework for Analyzing Socioscientific Issues

Scientific and environmental literacy are cornerstones of science education reform and twenty first century citizenry. The ability to make decisions about socioscientific issues is a characteristic of scientific and environmental literacy. This study uses the Sustainability Triad to explore preservice science teachers’ analyses and decision-making about socioscientific issues. Results indicate that preservice science teachers do not consistently usethe dimensions of the Sustainability Triad as they analyze socioscientific issues, and make decisions that are not sustainable. Recommendations for science teacher preparation programs that emphasize sustainability considerations are provided.