Abstract
Summary This paper identifies those elements of science education which are conducive to environmental awareness and which are congruent with reconstructive or revisionary postmodernism. The first part of the paper discusses the nature of and criticisms of modernism and the role of modern science in the environmental crisis. Developments in postmodern science which supersede modern science are identified. Aspects of science education which support postmodern science are then outlined, with a view to creating a reconstructive science education paradigm which supports environmental sustainability.
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