<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Liliana Mammino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES OF THE EDUCATION FOR SUSTAINABLE DEVELOPMENT WITH PARTICULAR FOCUS ON THE SUB-SAHARAN AFRICA CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">formal and informal education</style></keyword><keyword><style  face="normal" font="default" size="100%">language of instruction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406540733.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">31</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The education for sustainable development is one of the major challenges of our époque, because it is the key to make sustainable development possible by fostering informed, active and convinced participation from the public. It is also a novel type of challenge, because it needs to reach the public at large, and not only learners within the formal instruction systems, and it needs to promote responses in terms of sustainable behaviour patterns. Therefore, it needs to expand beyond science education and to incorporate and utilise additional types of information in order to design the best communication options for each type of audience. On the other hand, it requires a certain level of science literacy to offer adequate motivations on proposing sustainable behaviour patterns; therefore, it may also need to address the issue of science literacy when necessary, above all when targeting the general public.
 After an introductory overview of the general features of these challenges, the paper focuses on the Sub Saharan Africa context and attempts to outline options for the integration of the new messages inherent in the sustainable development concept with relevant aspects of the local realities. Specific attention is given to the challenges common to science education and to sustainable development education (mostly stemming from historical reasons); to the challenges of education aimed at fostering sustainable patterns; to possible routes for the youths’ active participation in the dissemination of information and in the design of viable sustainable options; and to the importance of connections with traditional systems of knowledge and values. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">85-93</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Liliana Mammino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REFINING THE ROLE OF THE SCIENCE TEACHER IN THE IT EPOQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">development of reflection abilities</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher’s role in science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298226.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The use of computer-based educational tools is increasing fast and it can be predicted to become extensive or even dominant for a number of functions. On the other hand, there are functions that can never be replaced by multimedia tools, and can only pertain to a teacher. In the case of science education, these functions relate to the building of the perception of what science is and how it proceeds, to the stimulation of fundamental curiosity attitudes, to the development of logical reasoning (including inherent language-of-science aspects). This implies a refining of the role of the science teacher to emphasize these functions and interface and balance them with the functions that are increasingly delegated to computer-based options. The paper includes reflections on the features of this “refining”, substantiated by the consideration/analysis of concrete examples from current classroom practices and from diagnosed students’ difficulties specifically concerning the functions that are inherently human-pertaining. It is expected to contribute to the educational investigation for the design of approaches aimed at maximising both the benefits of computer-based tools and the fundamental roles of the science teacher. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">59-64</style></section></record></records></xml>