SCIENTIFIC EDUCATION AND THE CLIMATE CRISIS: CONNECTIONS BETWEEN THE TEACHING OF CHEMISTRY AND GEOGRAPHY TEACHING IN ENVIRONMENTAL AND SOCIAL EDUCATION
Abstract
Contemporary climate transformations have intensified debates regarding the role of scientific education in understanding complex environmental phenomena. This study analyzes possibilities for articulating Chemistry and Geography teaching in the educational approach to the climate crisis. It is a theoretical study, developed through an analytical review of recent literature (2020–2025), based on works related to science education, atmospheric chemistry, climate geography, and critical environmental education. The findings indicate that understanding climate change requires the integration of physicochemical processes and socio-spatial dynamics, overcoming fragmented disciplinary approaches. It is evident that the articulation between different fields of knowledge enhances scientific literacy and fosters critical interpretations of socio-environmental inequalities. As a contribution, the study proposes interdisciplinarity as a structuring axis for science education, strengthening the formation of individuals capable of understanding and engaging with contemporary environmental challenges.
Author Biography
Professor, PhD in Science and Mathematics Education (REAMEC/UFMT/UEA); Master’s in Science Teaching from UEA. Specialist in Educational Informatics from IFAM. Holds a Licentiate and a Bachelor’s degree in Chemistry and is currently an undergraduate student in Pedagogy.
References
AINSCOW, Mel. Developing inclusive education systems: what are the levers for change? Journal of Educational Change, v. 6, n. 2, p. 109–124, 2005. DOI: https://doi.org/10.1007/s10833-005-1298-4
ERDURAN, Sibel; DAGHER, Zoubeida. Reconceptualizing the nature of science for science education. Cham: Springer, 2023.
FAZENDA, Ivani Catarina Arantes. Interdisciplinaridade: história, teoria e pesquisa. Campinas: Papirus, 2021.
HODSON, Derek. Teaching and learning about science: language, theories, methods, history, traditions and values. Rotterdam: Sense Publishers, 2020.
HODSON, Derek. Going beyond STS: towards a curriculum for sociopolitical action. 2024.
IPCC. Climate Change 2021: The Physical Science Basis. Cambridge: Cambridge University Press, 2021.
KLEIN, Julie Thompson. Interdisciplinarity: history, theory, and practice. Detroit: Wayne State University Press, 2022.
LEFF, Enrique. Saber ambiental: sustentabilidade, racionalidade, complexidade e poder. Petrópolis: Vozes, 2021.
LEICHENKO, Robin; O’BRIEN, Karen. Climate and society: transformations for a sustainable future. 2025.
LEVY, Beatriz; AZEVEDO, Maria; MARQUES, João. Educação científica e mudanças climáticas: desafios contemporâneos. Revista Brasileira de Ensino de Ciências, 2023.
LIVINGSTONE, Sonia. Children and the Internet. Cambridge: Polity Press, 2012.
LIVINGSTONE, Sonia; STOILOVA, Mariya; NANDAGIRI, Rishita. Digital inequalities and why they matter. London: London School of Economics, 2021.
LOUREIRO, Carlos Frederico Bernardo. Educação ambiental crítica. São Paulo: Cortez, 2020.
MAHAFFY, Peter; MATLIN, Stephen; WHALEN, Joan. Chemistry and the environment. 2022.
MORIN, Edgar. A cabeça bem-feita: repensar a reforma, reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2020.
OLIVEIRA, Maria; SANTOS, João. Inclusão e práticas pedagógicas no ensino de Ciências. Revista Educação Inclusiva, 2022.
PASCOIN, Ana; CARVALHO, Ricardo. Tecnologias digitais e inclusão: desafios contemporâneos. Revista Brasileira de Educação, 2024.
ROBERTS, J. Timmons; PELLING, Mark. Climate justice and adaptation. 2023.
SAITO, Carlos; LOUREIRO, Carlos. Educação ambiental e justiça climática. Ambiente & Sociedade, 2024.
SANTOS, Milton; SILVEIRA, María Laura. O Brasil: território e sociedade no início do século XXI. Rio de Janeiro: Record, 2022.
SAUVÉ, Lucie. Educação ambiental: possibilidades e limites. 2024.
SJÖSTRÖM, Jesper; EILKS, Ingo. Reimagining chemistry education for sustainability. 2024.
STEFFEN, Will et al. The trajectory of the Anthropocene. 2022.
TALANQUER, Vicente. Progressive chemical thinking: a framework for developing chemical literacy. 2021.
TALANQUER, Vicente. Chemical thinking in sustainability contexts. 2024.
UNEP. Emissions Gap Report. Nairobi: United Nations, 2022.
UNESCO. Education for Sustainable Development: a roadmap. Paris: UNESCO, 2023.
UNESCO. Transforming education for climate action. Paris: UNESCO, 2024.
ZEIDLER, Dana et al. Socioscientific issues and sustainability education. 2025.
License
Copyright (c) 2026 RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218
This work is licensed under a Creative Commons Attribution 4.0 International License.
Os direitos autorais dos artigos/resenhas/TCCs publicados pertecem à revista RECIMA21, e seguem o padrão Creative Commons (CC BY 4.0), permitindo a cópia ou reprodução, desde que cite a fonte e respeite os direitos dos autores e contenham menção aos mesmos nos créditos. Toda e qualquer obra publicada na revista, seu conteúdo é de responsabilidade dos autores, cabendo a RECIMA21 apenas ser o veículo de divulgação, seguindo os padrões nacionais e internacionais de publicação.