Making connections: The use of ethnographic fieldwork to facilitate a model of integrative learning

Zoller highlights the critical need in science education for global sustainability, stating: A sound, meaningful education in science requires a revolutionized change in the guiding philosophy, rationale, and models of our thinking, behavior, and action. Science literacy for sustainability means developing the capability of evaluative system thinking in the context of science, technology, environment, and society, which in turn requires the development of students' higher-order cognitive skills (HOCS), system critical thinking, question-asking, decision-making, and problem solving. The adoption of an integrative learning approach with its associated attributes such as supporting students in becoming self-directed learners who are reflective of their own learning. The concept of integrative learning focuses on integrating and interpreting knowledge from different disciplines and applying knowledge through real-world engagement. This is inherently important in a modern science education which should also include the development of students' skills such as problem solving, critical thinking, question-asking, and decision-making.