Abstract

Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature from research and practice to account for the features of sustainability science and policy, as well as the different specific strengths of out-of-school science education institutions, to identify unique potentials for sustainability education. These potentials are synthesised and illustrated in a set of institutionally specific guidelines that optimise the organisation of sustainability for each kind of out-of-school science education institution. We conclude by considering the implications of our findings for sustainability education.

摘要

博物馆、科学中心、动物园和水族馆等校外科学教育机构具有促进可持续性的强大潜力，但似乎缺乏与其特定特征和机构职责相一致的可持续性的操作定义。在这里，我们使用人类学的教学理论来系统地开发这样一个操作定义，称为参考模型。我们利用研究和实践中的文献来解释可持续发展科学和政策的特点，以及校外科学教育机构的不同具体优势，以确定可持续发展教育的独特潜力。这些潜力在一套机构特定的指导方针中综合和说明，这些指导方针优化了每种校外科学教育机构的可持续性组织。最后，我们考虑了我们的发现对可持续发展教育的影响。