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policies: biodiversity)112(.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 79.741 528.6709 tm 0 0 0 1 k (biodiversity as a postmodern concept for environmental education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 504.8709 tm 0 0 0 1 k -0.015 tc -0.006 tw [(t)-15(h)-15(e)-15( )-15(c)-15(oncept of biodiversity is r)18(eceiving world-wide attention, most notably)]tj 0 -1.3 td -0.022 tc -0.005 tw [(among scientists and politicians but also among envir)18(onmental educators. in)]tj t* -0.015 tc 0.031 tw [(part this attention is a r)17(esult of attempts by many national gov)-1(e)-15(r)-15(n)-15(m)-15(e)-15(n)-15(t)-15(s)-15( )-15(t)-15(o)]tj t* -0.023 tc 0.005 tw [(translate the 1992 convention on biological diversity into concr)18(ete measur)18(es)]tj t* -0.021 tc 0.003 tw (and actions. the convention encourages and commits countries to act on the)tj t* 0.001 tc 0.119 tw [(pr)17(omise to pr)18(otect biodiversity by using a variety of means, i.e. policy)]tj t* 0.011 tc 0 tw 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/f1 1 tf 10 0 0 10 108.2961 335.8709 tm 0 0 0 1 k (should)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 137.3772 335.8709 tm 0 0 0 1 k -0.008 tw (do something about it. but for biodiversity to be a symbol)tj 25.42954 0 td (-)tj -31.86726 -1.3 td 0.018 tw (ic concept ther)tj 6.45484 0 td -0.0002 tc (e)tj 0.74662 0 td 0 tc (need not be anything \322out ther)tj 13.68725 0 td (e\323 one could identify and)tj -20.88871 -1.3 td -0.016 tc 0.004 tw (name \322biodiversity)tj 8.12149 0 td (.\323 in other wor)tj 6.27127 0 td (ds, as a symbolic concept biodiversity has)tj -14.39276 -1.30001 td 0.001 tc 0.124 tw [(no empirical r)18(efer)17(ence. in or)18(der to know exactly )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 297.4326 296.8709 tm 0 0 0 1 k 0.001 tc (what)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 321.2055 296.8709 tm 0 0 0 1 k 0.001 tc 0.124 tw (is lost, and )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 374.9859 296.8709 tm 0 0 0 1 k 0.001 tc (what)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 283.8709 tm 0 0 0 1 k -0.014 tc 0.002 tw (should be done to stop \322biodiversity\323 losses, scientific concepts or concepts)tj 0 -1.3 td 0 tc (r)tj 0.37695 0 td -0.01 tw (eferring to the variety of life with empirical r)tj 19.65003 0 td [(efer)17(ence, ar)18(e essential. such)]tj -20.02698 -1.30001 td -0.022 tc 0.009 tw [(concepts r)18(efer to entities\321phenomena out ther)17(e\321that can be identified and,)]tj 0 -1.3 td 0 tc 0.111 tw [(indeed, somehow measur)19(ed. one question we should pose as envir)18(on-)]tj t* -0.022 tc 0.009 tw (mental educators is how to deal with this continuum of meanings that exists)tj t* 0 tc -0.006 tw (between political uses and meanings of biodiversity on the one hand and)tj t* 0 tw (scientific uses and meanings on the other)tj 18.08789 0 td (.)tj -16.28789 -1.3 td -0.009 tc -0.003 tw (results of a two-year study carried out in the netherlands \(van w)tj 28.41955 0 td -0.01 tc 0 tw (eelie)tj -30.21955 -1.3 td 0 tc (&)tj 1.02102 0 td -0.007 tw [(w)92(als, 1998; w)92(als & van w)92(eelie, 1998\) indicate that biodiversity is an ill-)]tj -1.02102 -1.3 td -0.009 tc -0.003 tw (defined concept. this ill-definedness can be characterised by the following)tj t* 0 tc 0 tw [(featur)17(es:)]tj 0 -2.4 td 0.033 tw [-1194(tendency of being inclusive rather than exclusive \(or har)17(d to narr)18(ow)]tj 1.8 -1.1 td 0 tw (down\); )tj -1.8 -1.3 td [-1194(can be interpr)17(eted in many dif)18(fer)17(ent ways;)]tj t* [-1444(value-laden or normative;)]tj ' 1.8 0 td (har)tj 1.4587 0 td -0.0001 tc (d)tj 0.8607 0 td 0 tc (to give meaning in a specific context.)tj -2.3195 -1.3 td -0.011 tw [(this ill-definedness is not necessarily a weakness fr)19(om a postmodern)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(159)]tj et q endstream endobj 9 0 obj << /length 4820 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.004 tc -0.008 tw [(envir)18(onmental education perspective. learners ar)18(e confr)18(onted with many)]tj 0 -1.30001 td 0 tc 0.035 tw [(concepts in every-day life that shar)17(e this characteristic with biodiversity)111(.)]tj 0 -1.3 td -0.005 tc -0.008 tw [(think, for instance, of sustainable use, sustainability)110(, or sustainable devel-)]tj 0 -1.30001 td -0.006 tc -0.006 tw [(opment. recognising the dif)18(f)1(e)1(r)18(ent political, symbolic and scientific uses of)]tj t* 0.006 tc 0.119 tw [(such concepts and making a critical assessment of their str)19(engths and)]tj 0 -1.3 td 0 tc 0.125 tw [(weaknesses could be an important learning objective in envir)17(onmental)]tj t* 0.002 tc 0.123 tw [(e)1(d)1(u)1(c)1(a)1(t)1(i)1(o)1(n)1(.)1( )1(e)1(x)1(p)1(l)1(o)1(r)1(i)1(n)1(g)1( )1(t)1(h)1(e)1( )1(d)1(i)1(f)18(f)1(e)1(r)19(ent meanings, values and uses of biodi-)]tj t* -0.008 tc -0.004 tw (versity could easily become a vehicle for developing critical thinking skills)tj t* 0 tc 0 tw [(and r)18(espect for dif)18(fer)17(ent ways of looking at the world.)]tj 1.8 -1.3 td 0.052 tw (conceptual ill-definedness appears to be a phenomenon that is well)tj -1.8 -1.3 td -0.011 tw [(worth paying attention to in postmodern envir)17(onmental education, espe-)]tj t* 0 tw (cially when:)tj 0 -2.6 td tj 1.8 0 td -0.009 tc -0.004 tw (ill-definedness is seen as an opportunity to give a concept personal \(or)tj 0 -1.3 td 0 tc 0 tw (local or contextual\) meaning, and when )tj -1.8 -1.3 td -0.009 tw [-1194(learners become awar)18(e of the ill-definedness that lies behind popular)]tj 1.8 -1.3 td 0 tw (concepts that appear to be clearly defined on the surface. )tj 0 -2.6 td -0.012 tw (let us dig a little deeper into the pluralism of concepts and meanings)tj -1.8 -1.3 td 0 tw [(of biodiversity and their 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[they have] all absorbed the)]tj t* -0.013 tc 0 tw [(term biodiversity and fitted it into their own jar)17(gon\323 (1997, p. 3). magurran)]tj 0 -1.3 td -0.015 tc 0.002 tw [((1988) gives an overview of the dif)18(fer)17(ent emphases a biological scientist can)]tj t* 0 tc 0.082 tw (use in studying aspects of biodiversity \(genetic, species, guilds, habitat,)tj t* -0.009 tc -0.004 tw [(ecosystem, landscape diversity)111(, with subdivisions\). in a similar way)112(, based)]tj t* 0 tc 0.046 tw [(on salwasser)-74(\325s (1991) focal elements for the conservation of biodiversity)]tj t* 0.051 tw [(thr)17(ough ecosystem management, t)92(akacs (1996) shows how \322ecosystem\323)]tj t* 0.005 tc 0.12 tw [(may r)18(epr)17(esent dif)18(fer)17(ent things to dif)18(fer)17(ent biologists. )36(at this point we)]tj t* 0 tc 0.074 tw [(have not even enter)17(ed terms used in the rio-convention which blur the)]tj t* 0.006 tc 0.118 tw [(pictur)17(e even mor)18(e: equitable distribution, sustainable use, etc. 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of those terms by scientists. their use involves the stipu-)tj t* -0.01 tw [(lation of car)18(eful definitions. )37(although it can be ar)17(gued that even the car)17(e-)]tj t* 0.02 tc 0.147 tw (ful stipulation of definitions and their concepts also involves social)tj t* 0 tc 0 tw (constr)tj 2.7082 0 td (uction and is ther)tj 7.71167 0.00001 td [(efor)18(e subject to interpr)17(etation and disagr)18(eement. )]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(161)]tj et q endstream endobj 11 0 obj << /length 5952 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 55 585.6709 tm 0 0 0 1 k -0.002 tc -0.01 tw [(mathematical and scientific concepts ar)18(e generally r)18(egar)17(ded as \322well-)]tj -1.8 -1.30001 td 0 tc 0.014 tw [(defined\323 in the sense that their attributes or dimensions ar)17(e defined, and)]tj 0 -1.3 td -0.011 tw [(that they can be transferr)17(ed acr)18(oss situations or contexts without changes)]tj 0 -1.30001 td -0.02 tc 0.007 tw [(in their definitions \(for example t)92(ennyson, 1996\). ill-defined concepts on the)]tj t* 0.003 tc 0.122 tw [(other hand ar)18(e mor)18(e cultur)17(e bound, and they have characteristics that)]tj 0 -1.3 td 0 tc 0.013 tw [(vary with the context or situation in which they ar)16(e used. the latter defi)1(-)]tj t* [(nition is closer to the view of biodiversity as per)18(ceived by many authors.)]tj t* -0.012 tc -0.001 tw [(the concept varies with the appr)18(oach of the scientist. it is not the attributes)]tj t* 0.006 tc 0.119 tw [(or the dimensions that ar)18(e badly defined. instead it is the appr)18(oaches)]tj t* -0.004 tc -0.009 tw [(which ar)18(e dif)17(fer)18(ent, thus bringing about )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 213.8453 468.6709 tm 0 0 0 1 k -0.004 tc -0.009 tw [(differ)18(ent selections of r)17(elatively well-)]tj -17.68453 -1.3 td -0.016 tc 0.003 tw (defined attributes)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 104.6783 455.6709 tm 0 0 0 1 k -0.0157 tc (.)tj 0.47168 0 td -0.016 tc 0.003 tw [(in fact, the overall pictur)18(e of biodiversity)110(, when studied by)]tj -7.23951 -1.3 td 0 tc 0.067 tw [(dif)18(fer)17(ent scientists, has been carved into dif)18(fer)18(ent, most of them equally)]tj t* 0.011 tw [(legitimate, puzzles. )36(all the pieces of the dif)18(fer)18(ent puzzles cannot be used)]tj t* 0 tw (simultaneously)tj 6.68579 0 td -0.0001 tc (,)tj 0.4986 0 td 0 tc -0.001 tw [(although each piece tends to fit one of the puzzles better)73(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 389.2709 tm 0 0 0 1 k (implications for education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 369.0709 tm 0 0 0 1 k -0.012 tc [(\322the main dif)18(ficulty in defining biodiversity)110(,\323 suggests w)92(ood (1997), \322is its)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 356.0709 tm 0 0 0 1 k 0.001 tc (multi-dimensional)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 115.3482 356.0709 tm 0 0 0 1 k 0.001 tc 0.124 tw [(character)74(, along with the fact that the dimensions ar)17(e)]tj -7.83482 -1.3 td 0 tc 0.025 tw [(not commensurable; they cannot be r)17(educed to a single statistic\323 \(p. 252-)]tj t* -0.001 tc -0.011 tw (253\). biodiversity appears not to be one ill-defined concept, but a number)tj t* 0 tc 0.084 tw (of neighbouring concepts, under the umbr)tj 19.1302 0 td (ella of a common term. this)tj -19.1302 -1.3 td 0.02 tc 0.336 tw (notion is not unlike w)tj 11.57154 0 td (ittgenstein\325s idea of \322family r)tj 14.8162 0 td 0 tw (esemblance\323)tj -26.38774 -1.30001 td 0 tc 0.072 tw [(\(w)55(ittgenstein, 1985\). w)54(ith such a view in mind, the task of the envir)17(on-)]tj 0 -1.3 td -0.004 tc -0.008 tw (mental educators is quite clear: )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 174.8368 278.0709 tm 0 0 0 1 k -0.004 tc -0.008 tw (to teach meaningfully a concept that cannot be)tj -13.78368 -1.3 td -0.011 tc -0.002 tw [(r)18(educed to one idea and the dimensions of which cannot be r)16(educed to one common)]tj t* -0.013 tc 0 tw (statistic)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 67.6925 252.0709 tm 0 0 0 1 k -0.0127 tc (.)tj 0.47466 0 td -0.013 tc [(such an appr)18(oach to the educational task means that the basic con)-1(-)]tj -3.54392 -1.3 td -0.001 tc -0.011 tw (cepts that make up the cor)tj 11.54008 0 td -0.0015 tc (e)tj 0.71485 0 td -0.002 tc (of biodiversity must be taught, and put in the)tj -12.25493 -1.3 td 0 tc 0.052 tw (context of various appr)tj 10.40331 0 td (oaches, so as to make them functional. by \322func)tj 21.46393 0 td (-)tj -31.86724 -1.30001 td -0.012 tc 0 tw [(tional,\323 we mean that people r)17(ecognise when a concept makes a dif)19(fer)17(ence.)]tj 0 -1.3 td -0.021 tc 0.008 tw [(in other wor)18(ds, when people r)18(ealise that a dif)17(fer)18(ent compr)17(e)1(hension of a par-)]tj t* 0 tc 0.081 tw (ticular concept would lead to dif)tj 14.77608 0 td 0 tw (fer)tj 1.18847 0 td 0.081 tw (ent conclusions or implications, and)tj -15.96455 -1.30001 td -0.003 tc -0.009 tw [(w)1(h)1(e)1(n)1( )1(t)1(h)1(e)1(y)1( )1(r)18(ealise that the use of the concept is irr)18(elevant or out of context)]tj 0 -1.3 td 0 tc 0 tw [(\(dr)18(eyfus & jungwirth, 1989\).)]tj 1.8 -1.3 td -0.013 tc (this implies that people have some understanding of the scientific and)tj -1.8 -1.3 td 0 tc 0.03 tw (technological concepts that may allow them to assess the implications of)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 122.0709 tm 0 0 0 1 k -0.003 tc -0.01 tw [(human technological interventions in natur)17(e and the validity of sug)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 306.2232 122.0709 tm 0 0 0 1 k -0.003 tc -0.01 tw (gested solu-)tj -26.9223 -1.3 td -0.025 tc 0.012 tw [(tions, accor)18(ding to various views. it also means that the various views of bio)1(-)]tj t* 0 tc -0.004 tw [(diversity)111(, conservation and r)18(elated goals and objectives \(e.g., endanger)18(ed)]tj t* 0.018 tw [(species, habitat, ecosystem integrity)110(, pr)18(ocess of evolution, etc.\) should be)]tj t* 0.008 tc 0.117 tw [(pr)17(esented. only then would people would have tr)8(ue opportunities to)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (162)tj 14.76193 0.00001 td 0 tc (amos dre)tj 4.70727 0.00001 td (yfus,)tj 2.57129 0.00001 td [(arjen e.j)20(.)-158(w)40(als &)-278(daan v)19(an )80(w)35(eelie)]tj et q endstream endobj 12 0 obj << /length 5106 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.014 tc 0.111 tw (make their own judgements\321as enlightened citizens in a democratic)tj 0 -1.30001 td 0 tc 0.006 tw [(country\321concerning the importance of biodiversity)111(, the r)17(eality or validi-)]tj 0 -1.3 td -0.02 tc 0.007 tw [(ty of claims concerning damage to biodiversity)111(, and the implications of such)]tj 0 -1.30001 td -0.013 tc 0 tw [(damage. educating for a particular end, in such a view)92(, does not mean par)1(-)]tj t* -0.006 tc -0.006 tw [(tisan indoctrination, but the development of the knowledge, and the intel)-1(-)]tj 0 -1.3 td 0 tc -0.01 tw [(lectual skills and flexibility which make people able to appr)17(eciate diverse)]tj t* -0.005 tc -0.007 tw [(appr)17(oaches to science- and technology-laden social pr)19(oblems. the latter is)]tj t* 0.02 tc 0.203 tw [(sometimes r)18(eferr)18(ed to as the development of r)18(espect for pluralism)]tj t* -0.003 tc -0.01 tw [(\(br)18(ennan, 1992; firth, 1995\). it means developing the level of ambivalence)]tj t* -0.009 tc -0.004 tw [(\(gar)17(dner)74(, 1987; dr)18(eyfus & roth, 1991\), and the ability to appr)17(eciate oppos-)]tj t* 0 tc 0.016 tw [(ing ar)17(guments, necessary for a sound appr)19(eciation of complex pr)18(oblems,)]tj t* -0.021 tc 0.008 tw [(and at the same time, developing the ability to work towar)17(ds consensus and)]tj t* 0 tc 0 tw (make decisions concerning priorities and action.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 183.4568 395.0709 tm 0 0 0 1 k [(v)111(alues of biodiversity)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 373.7709 tm 0 0 0 1 k -0.005 tc -0.007 tw [(conservation biologists as objective discover)18(ers and portrayers of the truth of the)]tj 0 -1.16667 td -0.003 tc -0.01 tw [(biodiversity crisis ar)18(e fictional beings\321they ar)17(e no mor)18(e privileged pr)18(esenters of)]tj t* 0.002 tc 0.123 tw [(\322facts\323 than ar)18(e scientists at the t)109(obacco institute or lobbyists for handgun)]tj t* 0 tc 0 tw [(contr)17(ol, inc.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 139.4915 342.2709 tm 0 0 0 1 k ((burnett, 1998, p. 204))tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 314.635 tm 0 0 0 1 k 0.042 tw [(it would be beyond the scope of this discussion to r)18(eview the numer)18(ous)]tj 0 -1.3 td 0.02 tc 0 tw (instr)tj 2.10926 0 td 0.114 tw (umental, anthr)tj 6.92296 0 td (opocentric or anthr)tj 9.06682 0 td (opogenic values that dif)tj 11.42603 0 td 0 tw (fer)tj 1.24847 0 td (ent)tj -30.77354 -1.30002 td -0.014 tc 0.002 tw (authors have attributed to biodiversity: scientific, ecological, economic, cul-)tj 0 -1.3 td -0.023 tc 0.01 tw [(tural, aesthetic, etc. )36(all these appr)18(oaches focus on biodiversity as a biological)]tj 0 tc (r)' 0.3559 0 td -0.021 tc 0 tw (esour)tj 2.32293 0 td 0.009 tw [(ce for the well-being and survival of humankind, a r)18(esour)17(ce that must)]tj -2.67883 -1.30001 td -0.001 tc -0.011 tw (be conserved or pr)tj 8.16793 0 td (eserved. the appr)tj 7.88942 0 td (oaches do not, however)tj 10.32885 0 td -0.0013 tc (,)tj 0.48606 0 td -0.001 tc (focus on the)tj -26.87226 -1.30001 td 0 tc 0.117 tw [(value of diversity itself. the weakness of these views \(ehr)18(enfeld, 1988;)]tj 0 -1.3 td -0.009 tc -0.003 tw [(w)92(ood, 1997\) is that such a r)18(esour)18(ce may be \322traded of)17(f\323 for the very devel-)]tj t* -0.002 tc -0.011 tw [(opment pr)18(ojects which deplete biodiversity)110(, i.e., for allegedly mor)18(e useful)]tj t* 0.014 tc 0.111 tw (or mor)tj 3.19252 0 td 0.0141 tc (e)tj 0.86796 0 td 0.014 tc (immediate r)tj 5.63582 0 td [(esour)18(ces. )37(as mcpherson \(quoted in w)93(ood, 1997\))]tj -9.69629 -1.3 td -0.001 tc -0.012 tw (points out, people have competing inter)tj 17.5378 0 td (ests, and \322no single gr)tj 9.71313 0 td (oup . . . has)tj -27.25093 -1.3 td -0.012 tc 0 tw (pr)tj 0.95422 0 td -0.001 tw [(oposed a gr)18(oup of r)18(easons which ar)18(e suf)18(ficiently compelling and appeal)-1(-)]tj -0.95422 -1.3 td 0 tc 0.062 tw (ing to generate the necessary support to ensur)tj 20.77516 0 td -0.0001 tc (e)tj 0.79034 0 td 0 tc (that all of the biological)tj -21.5655 -1.3 td 0 tw (diversity they value be maintained\323 (p. 253). )tj 1.8 -1.3 td (w)tj 0.88927 0.00001 td -0.019 tc 0.006 tw (ood (1997) classifies these ar)tj 11.89121 0.00001 td (guments into thr)tj 7.09085 0.00001 td (ee main types. biological)tj -21.6713 -1.3 td 0 tc 0 tw [(entities ar)17(e valuable as:)]tj 0 -2.6 td -0.001 tc -0.012 tw [-1195(r)18(esour)17(ces: the biological materials which ar)18(e consumed or exchanged)]tj 1.8 -1.3 td -0.017 tc 0.004 tw [(in markets, or the or)18(ganisms and ecosystems which ar)18(e valued for their)]tj t* 0 tc 0 tw [(r)18(ecr)18(eational, cultural, or aesthetic purposes, )]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(163)]tj et q endstream endobj 13 0 obj << /length 5942 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.012 tc 0.122 tw [-1206(p)-15(o)-15(t)-15(ential r)17(esour)18(ces, i.e., \322opportunities for the discovery of new and)]tj 1.8 -1.30001 td -0.015 tc 0 tw [(valuable r)17(esour)18(ces\323 \(e.g., knowledge, materials, genetic r)18(esour)18(ces\), and )]tj -1.8 -1.3 td 0.004 tw [-1209(c)-15(o)-15(n)-15(t)-15(r)-15(i)-15(b)-15(u)-15(t)-15(o)-15(r)-15(y)-15( )-15(f)-15(a)-15(c)-15(t)-15(o)-15(r)-15(s)-15(,)-15( )-15-15(i)-15(n)-15( )-15(t)-15(h)-15(e)-15( )-15(s)-15(e)-15(n)-15(se that they contribute to t)-1(he function)-1(-)]tj 1.8 -1.30001 td -0.018 tc -0.01 tw [(ing of healthy ecosystems, which in turn pr)17(oduce or)18(ganisms and servic)1(-)]tj -0.0151 tc (es)' 1.10785 0 td (.)tj 0.4699 0 td (.)tj 0.4699 0 td (.)tj 0.4699 0 td <2ed3>tj 0.95485 0 td -0.015 tc 0 tw ((p. 255-257).)tj -3.47239 -2.6 td -0.013 tc 0.074 tw [(p)-13(eople should be made thor)18(oughly awar)18(e of the str)17(engths and weak-)]tj -1.8 -1.3 td 0.003 tw [(nesses of these types of ar)18(guments. however)74(, in view of the envir)17(onmental)]tj t* -0.021 tc -0.004 tw [(crisis and of the human-induced rate of species extinction \(ehrlich & w)56(ilson,)]tj t* -0.013 tc -0.012 tw [(1991\), they should also be made awar)18(e of a mor)18(e abstract type of ar)17(gument,)]tj t* 0.08 tw (which attempts to show the )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 162.5239 455.6709 tm 0 0 0 1 k -0.013 tc (instrumental)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 216.9724 455.6709 tm 0 0 0 1 k -0.013 tc 0.08 tw [(value of diversity itself. )37(and the)]tj -17.99724 -1.3 td -0.012 tw [(understanding of this type of ar)17(gumentation r)5(e)-13(q)-13(u)-13(i)-13(r)4(e)-13(s)-13( )-13(s)-13(o)-13(m)-13(e)-13( )-13(s)-13(o)-13(u)-13(n)-13(d)-13( )-13(s)-13(c)-13(i)-13(e)-13(n)-13(t)-13(i)-13(f)-12(-)]tj t* 0 tc 0 tw [(ic literacy)111(.)]tj 1.8 -1.3 td 0.096 tw (these ar)tj 3.79884 0 td [(guments r)18(efer to the danger of r)17(educing biodiversity itself.)]tj -5.59884 -1.3 td -0.008 tc -0.005 tw [(w)92(ood (1997) sums-up this type of ar)18(gument in the following way: curr)17(ent)]tj t* 0 tc 0.001 tw [(biological r)18(esour)17(ces ar)18(e vulnerable to insect and disease pests, to adverse)]tj t* -0.001 tc -0.011 tw [(climatic conditions, etc., because they lack genetic diversity)111(. )37(an abundant)]tj t* -0.015 tc 0.002 tw [(supply of wild genetic r)18(esour)17(ces is r)19(equir)17(ed to pr)18(event the depletion of cur)-1(-)]tj t* -0.009 tc -0.004 tw [(r)18(ent r)17(esour)18(ces, which ar)18(e essential if the exploding human population is to)]tj t* -0.016 tc 0.003 tw [(survive. for many r)18(easons, biotechnology is unable to supply the necessary)]tj t* 0 tc -0.002 tw (diversity of genetic r)tj 9.09246 0 td 0 tw (esour)tj 2.42822 0 td -0.002 tw (ces (baumann, bell, koechlin, & pimbert, 1996))tj -11.52068 -1.30001 td 0.092 tw (or has disadvantages that may ultimately outweigh its possibilities \(for)tj 0 -1.3 td 0.003 tc 0.122 tw [(example, w)92(estra, 1998; mannion, 1995\). natur)17(e continues to change in)]tj t* 0.013 tc 0.112 tw [(non-pr)18(edictable patterns, and some of these changes may be human-)]tj t* -0.002 tc -0.011 tw [(induced \(i.e., depletion of the ozone layer)74(, global warming, etc.\). humans)]tj t* 0 tc 0.083 tw [(ar)18(e vitally r)17(eliant on natur)17(e\325s ability to adapt, and biodiversity is a pr)17(e)1(-)]tj t* -0.012 tc 0 tw (condition for adaptive evolution. humans ar)tj 19.26299 0 td -0.0125 tc (e)tj 0.70377 0 td -0.012 tc (ther)tj 1.71473 0 td (efor)tj 1.68543 0 td -0.0124 tc (e)tj 0.704 0 td -0.012 tc (in a state of \322oblig)tj 7.7962 0 td 0 tc (-)tj -31.86712 -1.30001 td 0.017 tc 0.108 tw (atory dependency on biodiversity)tj 15.70117 0 td (.\323 for various r)tj 7.29053 0 td (easons, biodiversity)tj -22.9917 -1.30001 td -0.014 tc 0.001 tw [(appears to \322beget biodiversity\323 and is a necessary pr)17(econdition for the self-)]tj 0 -1.3 td 0.001 tc 0.124 tw [(augmenting maintenance of itself. biodiversity is ther)17(efor)18(e a necessary)]tj t* 0.003 tc 0 tw (pr)tj 0.98572 0 td 0.004 tc 0.121 tw (econdition for the availability of biological r)tj 20.2857 0 td 0 tw (esour)tj 2.44806 0 td 0.121 tw (ces, and cannot be)tj -23.71948 -1.30001 td -0.001 tc -0.012 tw [(traded of)18(f. this appears to be its quintessential value. )37(and the conclusion)]tj 0 -1.3 td -0.02 tc 0.007 tw [(is r)18(elatively abstract: any \322r)17(esour)18(ce\323 may be traded of)18(f by any society)110(, to ful-)]tj t* 0 tc -0.011 tw [(fil its socio-economic inter)19(ests, or its survival needs, )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 267.5795 156.6709 tm 0 0 0 1 k -0.011 tw [(pr)17(ovided that biodiver)1(-)]tj -23.05795 -1.3 td 0 tw (sity is not depleted)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 114.7612 143.6709 tm 0 0 0 1 k [(\(w)92(ood, 1997\). )]tj -5.97612 -1.3 td 0.011 tc 0.114 tw [(as both t)92(akacs and w)92(ood notice, the ecological ar)18(gument, which)]tj -1.8 -1.3 td -0.006 tc -0.006 tw [(assigns a)15(n)15( )15(i)15(n)15(h)1(e)1(r)18(ent instr)8(umental value to biodiversity itself, has its detrac-)]tj t* 0.02 tc 0.21 tw (tors. nevertheless, when r)tj 12.69652 0.00001 td (ecognising the acute potential danger to)tj -12.6965 -1.3 td 0 tc -0.001 tw (humankind or when paying attention to w)tj 18.96101 0.00001 td (ilson\325s (1992) \322one planet, one)tj -18.961 -1.3 td -0.023 tc 0.01 tw [(experiment\323 warning, it is conceivable that citizens should be pr)17(ovided with)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (164)tj 14.76193 0.00001 td 0 tc (amos dre)tj 4.70727 0.00001 td (yfus,)tj 2.57129 0.00001 td [(arjen e.j)20(.)-158(w)40(als &)-278(daan v)19(an )80(w)35(eelie)]tj et q endstream endobj 14 0 obj << /length 5943 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt 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416.6709 tm 0 0 0 1 k -0.033 tc tj 0.68949 0 td 0.005 tw ((emphasis added, solomon, 1990, p. 107). ramsey)tj -11.74312 -1.3 td -0.031 tc 0.003 tw [((1993) believes empowerment involves \322knowledge and pr)18(ocesses of both sci)1(-)]tj t* -0.03 tc (ence and democracy\323 (p. 243). bingle and gaskell (1994) suggest that scientific)tj t* 0 tc -0.01 tw [(l)15(i)15(t)15(e)15(r)15(a)15(c)15(y)1515(s)15( )15(m)15(a)15(i)15(n)15( )15(c)15(o)15(m)15(p)15(o)15(n)15(e)15(n)16(t is the ability to make decisions and solve pr)17(ob-)]tj t* 0 tw [(lems wher)18(e science, technology and society interface\323 (p. 186).)]tj 1.8 -1.3 td -0.001 tc -0.012 tw [(w)92(e have tried to show that biodiversity is both a descriptive and nor)-1(-)]tj -1.8 -1.3 td -0.004 tc -0.009 tw [(mative term. let us briefly compar)18(e biodiversity with another ambivalent)]tj t* -0.014 tc 0.001 tw (phenomenon that shar)tj 9.70632 0 td (es similar qualities: health. it can be ar)tj 16.28206 0 td (gued that con)tj 5.87874 0 td 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since they)]tj 0 -1.30001 td 0 tc 0.001 tw [(ar)18(e tr)7(uly at the interface between science and society)110(. they also r)18(epr)17(esent)]tj 0 -1.3 td -0.0102 tc (a)tj 0.72719 0 td -0.01 tc -0.002 tw [(common situation, since wher)19(e ther)17(e is no dispute, ther)18(e is no longer any)]tj -0.72719 -1.30001 td 0 tc 0 tw [(issue at stake and ther)18(e is only an accepted or an imposed solution.)]tj 1.8 -1.30001 td 0.031 tw [(the topic of biodiversity\321when consider)18(ed to be a classical, cr)9(ucial,)]tj -1.8 -1.3 td -0.006 tw [(contemporary socio-scientific dispute that is potentially r)18(elevant to every)]tj t* 0.013 tc 0.112 tw [(person\325s personal or social envir)19(onment\321indeed r)18(e)1(p)1(r)18(esents a golden)]tj t* -0.002 tc -0.01 tw [(opportunity to educate and empower citizens. t)92(eaching about biodiversi-)]tj t* 0.014 tc 0.111 tw (ty without its socio-scientific dispute aspect would be tantamount to)tj t* 0 tc 0.025 tw [(indoctrination about desirable behaviours as well as to pr)18(esenting hypo)-1(-)]tj t* 0.029 tw [(thetical scientific knowledge or claims as certain. )37(all this being said, it is)]tj t* 0.009 tw [(clear that the r)17(ole of scientific knowledge in socio-scientific disputes can)1(-)]tj -0.0002 tc (not)' 1.7034 0 td (be)tj 1.28155 0 td 0 tc 0 tw [(trivialised or under)18(estimated. )]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 56.8245 398.6709 tm 0 0 0 1 k (the role of scientific knowledge in socio-scientific disputes)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 374.8709 tm 0 0 0 1 k -0.005 tc -0.007 tw [(w)92(e will not discuss her)18(e the r)18(elativistic and the tentative character of even)]tj 0 -1.3 td -0.001 tc -0.011 tw [(well-established knowledge, and the influence of r)18(eality on the formation)]tj t* 0.014 tc 0.111 tw (of knowledge. for the purposes of envir)tj 18.90906 0 td (onmental education, we will)tj -18.90906 -1.3 td 0.02 tc 0.121 tw (accept, along with driver and her colleagues \(driver)tj 25.00043 0 td (,)tj 0.62407 0 td (asoko, leach,)tj -25.6245 -1.3 td -0.025 tc 0 tw (mortimer)tj 3.98932 0 td -0.0246 tc (,)tj 0.46283 0 td (&)tj 0.99083 0 td -0.025 tc 0.012 tw (scott, 1994\), harr)tj 7.18543 0 td (e\325s (1986) idea that scientific knowledge is con)tj 19.23861 0 td 0 tc (-)tj -31.86702 -1.30001 td -0.004 tc -0.009 tw (strained by how the world is, and that scientific pr)tj 21.99141 0 td 0 tw (ogr)tj 1.46775 0 td -0.009 tw (ess has an empirical)tj -23.45916 -1.30001 td -0.022 tc 0.01 tw [(basis, even though it is socially constr)8(ucted and validated. w)92(e too will adopt)]tj 0 -1.3 td -0.009 tc -0.003 tw [(the view that once such knowledge has been constr)8(ucted and agr)18(eed upon)]tj t* 0.004 tc 0.121 tw (within the scientific community)tj 14.42874 0 td 0.0037 tc (,)tj 0.62861 0 td 0.004 tc (it becomes, for all practical purposes,)tj -15.05735 -1.3 td 0 tc 0 tw [(part of the accepted way of seeing things within that community)110(.)]tj 1.8 -1.3 td (this )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 77.2586 244.8709 tm 0 0 0 1 k (accepted)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 114.1095 244.8709 tm 0 0 0 1 k 0.067 tw [(knowledge is the first type of knowledge that an envi)-1(-)]tj -7.71095 -1.3 td (r)tj 0.38325 0 td 0.006 tc 0.119 tw (onmental education pr)tj 10.41588 0 td (ogramme must addr)tj 9.41948 0 td (ess. the )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 279.6248 231.8709 tm 0 0 0 1 k (r)tj 0.3774 0 td 0.006 tc 0.119 tw (eady-made science)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 218.8709 tm 0 0 0 1 k 0.041 tw [(knowledge \(bingle & gaskell, 1994, based on latour & w)92(oolgar)-74(\325s [1979])]tj 0 -1.3 td 0 tw (appr)tj 2.07809 0 td -0.012 tw (oach\) is knowledge that is taken for granted in the scientific commu)tj 29.78893 0 td (-)tj -31.86702 -1.3 td -0.004 tc 0 tw (nity)tj 1.62927 0 td -0.0037 tc (,)tj 0.48369 0 td -0.004 tc -0.009 tw (and is seen, at least temporarily)tj 13.70372 0 td -0.0036 tc (,)tj 0.48393 0 td -0.004 tc 0 tw (as )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 211.548 192.8709 tm 0 0 0 1 k -0.004 tc (uncontr)tj 3.19742 0 td -0.009 tw (oversial and unr)tj 6.51778 0 td 0 tw (elated )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 334.1835 192.8709 tm 0 0 0 1 k -0.004 tc -0.009 tw (to the)tj -29.71835 -1.3 td -0.001 tc -0.012 tw [(specific contexts of its development. in the context of envir)18(onmental edu-)]tj t* -0.006 tc -0.006 tw (cation this knowledge essentially consists of basic scientific concepts, such)tj t* 0 tc 0.043 tw [(as principles of ecology)111(, r)18(epr)17(oduction, etc., or basic technological under)1(-)]tj t* 0.009 tw [(standings, in as much as they ar)18(e necessary)111(. it should be noted, however)74(,)]tj t* 0.06 tw (that \(envir)tj 4.66975 0 td (onmental\) science faculties ar)tj 13.15889 0.00001 td (ound the world ar)tj 8.21139 0.00001 td -0.0002 tc (e)tj 0.78874 0 td 0 tc 0 tw (incr)tj 1.69351 0.00001 td (easingly)tj -28.5223 -1.3 td -0.005 tc -0.008 tw (becoming engaged in the discussion of what basic scientific knowledge is;)tj t* 0.004 tc 0.121 tw [(in other wor)18(ds, in postmodern science even the foundations of r)19(eady-)]tj t* 0 tc 0 tw (made science ar)tj 6.991 0 td -0.0002 tc (e)tj 0.7286 0 td 0 tc (being challenged.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (168)tj 14.76193 0.00001 td 0 tc (amos dre)tj 4.70727 0.00001 td (yfus,)tj 2.57129 0.00001 td [(arjen e.j)20(.)-158(w)40(als &)-278(daan v)19(an )80(w)35(eelie)]tj et q endstream endobj 18 0 obj << /length 6174 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 91 585.6709 tm 0 0 0 1 k 0.022 tw (what we can say now is that learning about the topic of biodiversity)tj -1.8 -1.30001 td -0.005 tc -0.008 tw [(should at least lead people into ar)18(eas of disagr)18(eement between specialists,)]tj 0 -1.3 td 0 tc -0.01 tw [(i.e. disagr)18(eement about the per)17(ceptions of the dimensions of biodiversity)111(,)]tj 0 -1.30001 td -0.016 tc 0.003 tw (its meaning, the impact of technology on biodiversity and the hypothesised)tj t* 0 tc 0.125 tw [(implications of such impact. this is the ar)19(ea of )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 291.2678 533.6709 tm 0 0 0 1 k (science-in-the-making)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 380.0158 533.6709 tm 0 0 0 1 k 0.0002 tc (,)tj 0.62503 0 td 0 tc (in)tj -31.32661 -1.3 td -0.001 tw [(which \322statements about scientific knowledge ar)18(e seen as )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 328.8008 520.671 tm 0 0 0 1 k (claims)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 354.5332 520.671 tm 0 0 0 1 k -0.0002 tc (:)tj 0.49899 0 td 0 tc -0.001 tw [(they ar)17(e)]tj -28.65232 -1.3 td 0.02 tc 0.105 tw [(contestable and subject to r)18(evision\323 (bingle & gaskell, 1994, p. 187).)]tj t* -0.013 tc 0.001 tw [(concerning biodiversity)111(, as explained above, it is not a question of fuzzy or)]tj t* -0.014 tc 0.002 tw [(badly defined basic principles, it stems rather fr)18(om dif)18(f)1(e)1(r)18(e)1(n)1(t)1( )1(i)1(n)1(t)1(e)1(r)1(p)1(r)19(etations)]tj t* 0.016 tc 0.109 tw [(and appr)18(oaches. )37(although based on sound knowledge and thinking,)]tj t* 0.001 tc 0.124 tw [(claims ar)18(e sometimes lar)19(gely unverifiable because of questions of time)]tj t* -0.001 tc -0.012 tw [(and space, and because of the dif)18(ficulties in designing experiments to test)]tj t* 0 tc 0 tw [(them. it is of gr)18(eat importance that people become awar)17(e of the socio-sci)1(-)]tj t* -0.002 tc -0.011 tw (entific dispute character of science-in-the-making, i.e. of the development)tj t* -0.019 tc 0.007 tw (of theories, their powerful impact, as well as their limitations. only then can)tj t* 0 tc 0.124 tw [(people understand the r)17(elation between the natur)17(e of scientific knowl-)]tj t* -0.013 tc 0 tw [(edge and the r)18(ole it may play in making decisions concerning socio-human)]tj t* 0 tc 0.024 tw [(pr)17(oblems. such an education is indispensable for the development of lit)1(-)]tj t* 0 tw (eracy and empowerment. )tj 1.8 -1.3 td -0.004 tc -0.008 tw [(the claim that knowledge is socially constr)8(ucted\321which in itself r)18(e)1(p-)]tj -1.8 -1.3 td 0 tc (r)tj 0.37695 0 td 0.001 tw (esents a dispute among social scientists\321has important implications for)tj -0.37695 -1.3 td -0.019 tc 0.007 tw [(s)15(t)15(r)15(a)15(t)15(e)15(g)15(i)15(e)15(s)15( )15(o)15(f)15( )15(t)15(e)15(a)15(c)15(h)15(i)15(n)15(g)15( )15(a)15(n)15(d)15( )15(l)15(e)15(a)15(r)15(n)15(i)15(n)14(g, which we will not discuss her)19(e. however)74(,)]tj t* -0.007 tc -0.005 tw [(it must be str)17(essed that the notion of socio-scientific disputes arising when)]tj t* -0.032 tc 0.004 tw (personal experience is in conflict with the \322scientific evidence,\323 has immediate)tj t* -0.023 tc 0.001 tw [(conceptual )5(and )5(pedagogical )5(implications. )5(sc)1(i)-5(e)-5(n)-5(t)-5(i)-5(f)-5(i)-5(c)-5( e)-5(n)-5(t)-5(i)-5(t)-5(i)-5(e)-5(s)-5( a)-5(n)-5(d)-5( i)-5(d)-5(e)-5(a)-5(s)-5( a)-5(r)12(e)-5( n)-5(o)-5(t)]tj t* -0.018 tc -0.005 tw [(dir)18(ect r)17(epr)18(esentations of r)17(eality)111(. they ar)17(e socially constr)8(ucted conceptions of)]tj 0 tc (r)' 0.36696 0 td -0.01 tc 0 tw (eality)tj 2.27133 0 td -0.0101 tc (,)tj 0.5687 0 td -0.01 tc 0.089 tw (and as such, ar)tj 6.66223 0 td -0.0101 tc (e)tj 0.79752 0 td -0.01 tc (unlikely to be discover)tj 10.07343 0 td (ed spont)tj 3.82671 0 td -0.015 tc (aneously by indi-)tj -24.56687 -1.30002 td -0.001 tc 0 tw (vidu)tj 2.06549 0 td 0.014 tc 0.111 tw (als (driver et al., 1994). individuals\325 conceptions of biodiversity-)tj -2.06549 -1.30001 td -0.017 tc 0.004 tw [(r)18(elated entities and pr)17(ocesses ar)19(e generally quite dif)17(fer)17(ent fr)17(om)-227(t)10(h)10(e)10( )10(s)10(c)10(i)10(e)10(n)10(t)10(i)10(f)10(i)10(c)]tj 0 -1.3 td -0.011 tc -0.012 tw [(conceptions. )37(accor)18(ding to constr)8(uctivist views, the r)18(esulting cognitive con)-1(-)]tj t* -0.031 tc 0.008 tw (flicts ar)tj 2.9656 0 td (e)tj 0.67541 0 td 0 tw (at )tj 0.99175 0 td -0.021 tc 0.008 tw (the basis of one of the main channels of meaningful learning, and)tj -4.63276 -1.30001 td -0.01 tc 0 tw (of the people\325s )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 138.5273 182.6709 tm 0 0 0 1 k [(i)10(n)10(i)10(t)10(i)10(a)10(t)10(i)10(o)10(n)10( )10(i)10(n)10(t)10(o)-239(scientific ways of knowing )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 304.5697 182.6709 tm 0 0 0 1 k ((1994).)tj -21.35697 -1.3 td -0.005 tw [(a)-190(sound grasping of the uncertain, hypothetical character of the \322sci-)]tj -1.8 -1.3 td 0.007 tc 0.118 tw (ence-in-the-making\323 knowledge has important implications for public)tj t* -0.016 tc 0.003 tw [(decision making. )37(as bingle and gaskell (1994) say)111(, a socio-scientific dispute)]tj t* 0.002 tc 0.123 tw [(may arise when citizens feel that scientific knowledge is so new)92(, \322that)]tj t* -0.017 tc 0.005 tw [(any consensus on its factual natur)18(e must be consider)18(ed tentative at best\323 \(p.)]tj t* 0 tc 0 tw (188\). )tj 2.2938 0 td -0.002 tw [(accor)18(dingly)111(, gr)17(eat pr)8(udence is advisable when making cr)8(ucial deci-)]tj -2.2938 -1.3 td 0.01 tc 0.114 tw (sions based on such \322tr)tj 10.92596 0.00001 td (uths.\323 this is exactly t)tj 10.65137 0.00001 td [(akac\325s ar)18(gument (1996))]tj -21.5773 -1.3 td 0.018 tc 0.107 tw (when he suggests that the claim that diminished biodiversity means)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(169)]tj et q endstream endobj 19 0 obj << /length 4868 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.003 tc -0.01 tw [(diminished pr)18(ospects for human survival is \322not necessarily untr)9(ue, [but])]tj 0 -1.30001 td -0.022 tc 0.009 tw [(why not err on the side of caution?\323 (p. 202) however)74(, such a feeling is valid)]tj 0 -1.3 td 0 tc 0.024 tw [(only when it comes fr)18(om a scientifically literate citizen, not fr)17(om a scien)1(-)]tj 0 -1.30001 td 0 tw (tifically ignorant one.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 519.2709 tm 0 0 0 1 k (implications for education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 499.0709 tm 0 0 0 1 k 0.086 tw [(clearly)110(, sound, r)19(elevant scientific knowledge must be acquir)17(ed thr)18(ough)]tj 0 -1.30001 td -0.007 tw [(envir)18(onmental education, not only as a basis of information, but as a part)]tj 0 -1.3 td 0 tw (of people\325s understanding of:)tj t* -0.001 tc -0.012 tw [-1195(the social constr)8(uction of scientific knowledge\321especially in the case)]tj 1.8 -1.3 td 0 tc 0 tw [(of an abstract, complex definition of biodiversity)111(, and)]tj -1.8 -1.3 td 0.018 tw [-1462(the r)17(ole and position of scientists and scientific knowledge in public)]tj 1.8 -1.3 td -0.019 tc 0.006 tw [(decision making and, as a r)18(esult, why it has become a part of their envi-)]tj t* 0 tc 0 tw [(r)18(onmental education.)]tj 0 -2.6 td 0.017 tc 0.108 tw [(this does not mean that envir)18(onmental education in schools, for)]tj -1.8 -1.3 td -0.01 tc -0.003 tw [(instance, is open only to 世界æ¯2022赛程表淘汰赛 of science. )37(accor)19(ding to the independent)]tj t* 0.008 tc 0.117 tw [(commission on envir)19(onmental education (icee, 1997) envir)18(onmental)]tj t* -0.02 tc 0.007 tw [(education should be \322an upper)18(-level multidisciplinary capstone course inte-)]tj t* 0 tc 0.085 tw (grating what 世界æ¯2022赛程表淘汰赛 have learned in science, social science, and other)tj t* 0 tw (upper)tj 2.66016 0 td 0.007 tw (-level courses\323 (p. 3). ther)tj 11.59698 0 td -0.0001 tc (e)tj 0.73622 0 td 0 tc (is no r)tj 2.73417 0 td (eason that science majors should)tj -17.72752 -1.30001 td 0.057 tw (not benefit fr)tj 5.81993 0 td (om their knowledge or to pr)tj 12.76077 0 td (event such \322capstone\323 courses)tj -18.5807 -1.30001 td 0.001 tw [(fr)17(om being developed for science majors, but this would only mar)19(ginally)]tj 0 -1.3 td -0.006 tc -0.006 tw (contribute to our ambitious goal of teaching )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 230.322 278.0709 tm 0 0 0 1 k -0.006 tc (all)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 242.5067 278.0709 tm 0 0 0 1 k -0.006 tc -0.006 tw [(citizens about biodiversity)110(,)]tj -20.55067 -1.3 td -0.005 tc -0.007 tw [(as a part of their envir)17(onmental education. )37(as )38(aikenhead (1994), based on)]tj t* -0.003 tc -0.01 tw (fensham (1988), has shown, the emphasis on science and social aspects in)tj t* 0.006 tc 0.119 tw (science, technology)tj 8.66759 0 td 0.0057 tc (,)tj 0.63062 0 td 0.006 tc (and society curricula can vary fr)tj 15.01198 0 td (om a situation in)tj -24.31019 -1.3 td -0.021 tc 0.008 tw (which most of the emphasis is on the scientific content, to one in which such)tj t* 0 tc 0.071 tw [(aspects ar)18(e mentioned only to establish a link with science. on the con-)]tj t* -0.005 tw [(tinuum between these extr)17(eme cases, various decisions can be made, and)]tj t* -0.002 tc -0.01 tw (this is tr)tj 3.50838 0 td (ue for envir)tj 5.10267 0 td (onmental education as well as for science, technology)tj 23.33908 0 td 0 tc (,)tj -31.95013 -1.30001 td -0.019 tc 0.006 tw [(and society education. the main idea of many science, technology)112(, and soci-)]tj 0 -1.3 td -0.013 tc 0.001 tw (ety educators is that science, as a part of everyone\325s general education, can-)tj t* 0.006 tc 0.119 tw [(not and should not be taught in a \322top down\323 manner)73(, by those who)]tj t* 0 tc 0.002 tw (know to those who do not. instead science should be taught in a r)tj 28.97907 0 td 0 tw (elevant)tj -28.97907 -1.30001 td -0.013 tc [(context, as a functional tool \(solomon, 1994; )37(aikenhead, 1994\). biodiversity)]tj t* 0 tc 0.114 tw [(can pr)18(ovide such a context in which knowledge can be acquir)18(ed when)]tj t* 0 tw [(r)18(equir)17(ed.)]tj 1.8 -1.3 td 0.003 tw [(four)17(ez (1997) showed a gr)18(eat awar)18(eness of the pr)18(oblem of the r)17(ole of)]tj -1.8 -1.3 td -0.007 tw [(scientific knowledge in education for scientific and technological literacy)111(.)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (170)tj 14.76193 0.00001 td 0 tc (amos dre)tj 4.70727 0.00001 td (yfus,)tj 2.57129 0.00001 td [(arjen e.j)20(.)-158(w)40(als &)-278(daan v)19(an )80(w)35(eelie)]tj et q endstream endobj 20 0 obj << /length 4939 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.005 tw [(in his view it is quite understandable that even involved and literate citi)-1(-)]tj 0 -1.30001 td -0.01 tc -0.002 tw [(zens lack in-depth knowledge about various ar)18(eas in which public and sci-)]tj 0 -1.3 td 0 tc -0.001 tw [(ence issues ar)18(e linked. no one is a specialist in everything. )37(as implied by)]tj 0 -1.30001 td 0.011 tc 0.114 tw [(smith (1998), the goal of envir)18(onmental education cannot be to make)]tj t* 0 tc -0.006 tw (every citizen an expert, but rather to give them the ability to ask the right)tj 0 -1.3 td -0.011 tc -0.002 tw [(questions and evaluate the quality of available answers. )36(accor)19(dingly)110(, envi-)]tj t* -0.019 tc 0.007 tw [(r)18(onmental education should pr)19(ovide people with skills that make them able)]tj t* -0.021 tc 0.008 tw [(to meaningfully)110(, critically)111(, and selectively use scientific knowledge. such use)]tj t* 0 tc 0.018 tw [(does not necessarily r)18(equir)18(e a full and thor)17(ough understanding of all the)]tj t* -0.016 tc 0.003 tw [(concepts involved but rather a mor)18(e functional understanding of what they)]tj t* 0 tc -0.012 tw (do, and what they mean to us, in a meaningful context. people may have,)tj t* -0.018 tc 0.005 tw (for instance, a functional understanding of what photosynthesis does to our)tj t* 0 tc 0.006 tw [(envir)18(onment \(adding oxygen, using solar ener)17(gy to build or)17(ganic matter)74(,)]tj t* -0.018 tc 0.005 tw (carbon cycle, etc.\) without understanding the complex biochemical pr)tj 29.63851 0 td 0 tw [(ocess)1(-)]tj -29.63851 -1.3 td -0.004 tc -0.009 tw [(es involved in it. in fact, photosynthesis r)18(emains, for most non-specialists,)]tj -0.0216 tc (a)' 0.71578 0 td -0.022 tc 0.009 tw (kind of black-box. the main idea is that of showing abstract principles and)tj -0.71578 -1.3 td -0.002 tc -0.011 tw [(\322theories-in-action\323 in a concr)18(ete situation, instead of dealing with pr)17(oofs)]tj t* -0.01 tc -0.003 tw [(for their existence which r)18(emain in the black-box \(olsher & dr)17(eyfus, 1999\).)]tj 1.8 -1.3 td -0.024 tc 0.011 tw [(four)17(ez (1997) also str)18(esses that people must be literate enough to be able)]tj -1.8 -1.3 td -0.013 tc 0 tw (to make good use of specialists. this includes being able to consult experts,)tj t* 0.001 tc 0.124 tw (being able to translate what specialists say)tj 19.3811 0 td 0.0013 tc (,)tj 0.62616 0 td 0.001 tc (moving car)tj 5.13019 0 td (efully fr)tj 3.64722 0 td (om one)tj -28.78467 -1.30001 td 0 tc 0.01 tw (context to another and discerning any abuse of knowledge. this is a skill)tj 0 -1.3 td -0.016 tc 0.003 tw [(that, so he claims, can be taught \322to strike the balance between our depend)-1(-)]tj t* -0.024 tc 0.011 tw (ency on their knowledge and our own healthy critical minds\323 (p. 930). these)tj t* -0.016 tc 0.004 tw [(a)1(r)19(e the kind of science-r)18(elated skills which envir)17(onmental education should)]tj t* 0 tc 0.032 tw [(try to include yet tend to be ignor)17(ed in discussions about envir)18(onmental)]tj t* -0.001 tc -0.012 tw (education in a postmodern world. t)tj 15.76133 0 td 0 tc (r)tj 0.37627 0 td -0.001 tc (eating the topic of biodiversity with)tj 15.72972 0 td 0 tc (-)tj -31.86732 -1.30001 td 0.062 tw (in the framework of envir)tj 11.59924 0 td (onmental education r)tj 9.56964 0 td 0 tw (equir)tj 2.30909 0 td 0.062 tw (es the ability to use)tj -23.47797 -1.30001 td 0 tw (functional scientific knowledge in uncertainty-linked decision making.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 205.6833 189.2309 tm 0 0 0 1 k (conclusions)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 166.8709 tm 0 0 0 1 k 0.002 tc (envir)tj 2.43861 0 td 0.003 tc 0.122 tw (onmental education in a postmodern world might be tempted to)tj -2.43861 -1.3 td -0.012 tc -0.001 tw (focus on the development of somewhat fashionable\321albeit fashionable for)tj t* 0.004 tc 0.121 tw [(good r)18(easons\321postmodern ideas r)19(elated to things like empowerment,)]tj 0 tc (r)' 0.37695 0.00001 td 0.099 tw (espect for pluralism and diversity of thought, action competence, con)tj 31.49029 0.00001 td (-)tj -31.8672 -1.3 td -0.003 tc -0.01 tw [(textual of local knowledge, grassr)18(oots decision-making, colleborative and)]tj t* 0 tc 0.065 tw (issue-based learning, and so on. indeed a focus on these components of)tj t* 0 tw (envir)tj 2.2932 0 td 0.075 tw (onmental education is useful and may launch a new generation of)tj -2.2932 -1.3 td -0.012 tc -0.001 tw [(envir)18(onmental educators which is mor)18(e sensitive to emancipatory learning)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(171)]tj et q endstream endobj 21 0 obj << /length 5107 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.012 tc -0.001 tw [(goals and the contextual, open-ended, and uncertainly-linked natur)17(e of the)]tj 0 -1.30001 td -0.019 tc 0.006 tw [(cr)18(eation of pathways towar)17(ds sustainability)111(. w)91(e believe all this is important,)]tj 0 -1.3 td 0 tc 0.118 tw [(but at the same time would like to str)17(ess the importance of the r)18(ole of)]tj 0 -1.30001 td -0.005 tw (scientific knowledge in general and citizen participation in socio-scientif-)tj t* 0.001 tc 0.124 tw [(ic disputes in particular)74(. biodiversity)111(, as an examplary theme for post-)]tj 0 -1.3 td 0.014 tc 0.111 tw [(modern envir)18(onmental education, illustrates that traditional envir)17(o)1(n)1(-)]tj t* 0 tc 0.053 tw [(mental education appr)18(oaches fall short in dealing with uncertainty)110(, nor-)]tj t* -0.01 tw (mative aspects of decision-making, and understanding the importance of)tj t* 0.114 tw [(learning on the edges, that is learning at the cr)17(oss-points of conflicting)]tj t* 0 tw [(worldviews r)18(ooted in varying traditions, norms, and values. )]tj 1.8 -1.3 td -0.004 tw [(the topic of biodiversity has gr)18(eat potential for postmodern envir)17(on-)]tj -1.8 -1.3 td 0.027 tw [(mental education when considering its ill-defined meaning, its socio-sci)1(-)]tj t* 0.125 tw [(entific dispute character)74(, and its ability to link science, technology and)]tj t* 0 tw (society)tj 2.9541 0 td -0.0002 tc (.)tj 0.53071 0 td 0 tc 0.031 tw [(its ill-defined meaning r)18(equir)17(es a pr)18(ocedur)18(e for making it mean-)]tj -3.48481 -1.3 td -0.001 tc -0.012 tw [(ingful in a specific context. its socio-scientific dispute character r)18(equir)18(es a)]tj t* -0.005 tc -0.008 tw [(pr)17(ocedur)18(e for dealing with contr)18(oversy)111(, uncertainty)110(, diver)18(ging values and)]tj t* -0.003 tc -0.01 tw [(inter)17(ests, and moral dilemmas. while its potential to explor)19(e, critique and)]tj t* -0.008 tc -0.004 tw [(utilise separate ways or systems of knowing and understanding r)18(equir)17(es a)]tj t* -0.002 tc -0.011 tw [(pr)17(ocedur)18(e to cr)18(eate a rich context for learning that links scientific, techno)-1(-)]tj t* 0.02 tc 0.157 tw [(logical and societal expertise and common sense. these aspects ar)20(e)]tj t* -0.023 tc 0 tw (explor)tj 2.6702 0 td 0.011 tw (ed in far mor)tj 5.47638 0 td -0.0233 tc (e)tj 0.69311 0 td -0.023 tc (detail in van w)tj 6.35928 0 td [(eelie and w)92(als (1998) and in w)92(als (1999). )]tj -13.39897 -1.30001 td -0.008 tc -0.004 tw [(w)92(e r)17(ealise that by placing emphasis on the rationality and justification)]tj -1.8 -1.3 td 0 tc 0.037 tw [(of learning about ill-defined concepts and on the r)18(ole of literacy and sci-)]tj t* -0.022 tc 0.01 tw [(entific knowledge, we have somewhat unfairly mar)18(ginalised the importance)]tj t* 0 tc 0.014 tw [(of the emotional foundation for such learning. )37(at the same time we have)]tj t* 0.072 tw [(neglected another line of r)17(easoning in favour of learning about such ill-)]tj t* 0.001 tc 0.123 tw (defined envir)tj 6.07178 0 td (onmental concepts: the education for democracy)tj 22.00891 0 td 0.0015 tc (,)tj 0.62635 0 td 0.001 tc 0 tw (sustain)tj 3.16027 0 td 0 tc (-)tj -31.86731 -1.30001 td 0.002 tc 0.123 tw (ability and social equity line of r)tj 15.01097 0 td (easoning. those lines of r)tj 11.71463 0 td (easoning, to)tj -26.7256 -1.30001 td 0.005 tc 0.12 tw [(which we have only alluded her)18(e but which have been explor)17(ed else-)]tj 0 -1.3 td 0 tc 0.108 tw [(wher)18(e, pr)17(ovide another case for concepts such as biodiversity and sus)2(-)]tj t* 0.012 tw (tainability as suitable themes for envir)tj 16.94295 0 td (onmental education in a postmod)tj 14.92429 0 td (-)tj -31.86724 -1.30001 td 0 tw (ern world. )tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 146.9087 151.6709 tm 0 0 0 1 k (notes on contributors)tj -10.99087 -2.38 td -0.002 tc -0.01 tw (amos dreyfus)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 105.3768 127.871 tm 0 0 0 1 k -0.002 tc -0.01 tw (is curr)tj 2.75682 0 td (ently head of )tj 5.93382 0.00001 td (agricultural education and extension)tj -15.5283 -1.3 td -0.008 tc -0.005 tw [(studies at the hebr)18(ew university of jer)8(usalem in israel. )37(as such, he trains)]tj t* 0 tc 0.108 tw [(secondary school teachers of biology)111(, agricultur)18(e and nutrition. he is a)]tj t* 0.003 tc 0.122 tw (member of several national curricular committees \(biology)tj 26.68267 0.00001 td 0.0025 tc (,)tj 0.6273 0 td 0.002 tc 0 tw (agricultur)tj 4.41151 0.00001 td 0 tc (e)tj -31.7215 -1.3 td 0.001 tc 0.124 tw [(and envir)18(onmental sciences\). his main r)18(esear)18(ch inter)18(ests ar)17(e)1( )1(r)19(elated to)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (172)tj 14.76193 0.00001 td 0 tc (amos dre)tj 4.70727 0.00001 td (yfus,)tj 2.57129 0.00001 td [(arjen e.j)20(.)-158(w)40(als &)-278(daan v)19(an )80(w)35(eelie)]tj et q endstream endobj 22 0 obj << /length 8649 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.011 tc 0.114 tw (science and agricultural education. he has been heading, for years, a)tj 0 -1.30001 td 0.002 tc 0.123 tw [(r)18(esear)18(ch and development pr)18(oject concerned with the incorporation of)]tj 0 -1.3 td 0 tc 0.017 tw [(the electr)17(onic spr)18(eadsheet into an agr)18(o-biological curriculum. in 1998, he)]tj 0 -1.30001 td 0 tw [(spent a sabbatical period at the w)91(ageningen )36(agricultural university)111(.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 73 520.671 tm 0 0 0 1 k 0.01 tc 0.115 tw [(arjen e.j. w)74(als)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 148.7184 520.671 tm 0 0 0 1 k 0.01 tc 0.115 tw [(is a senior envir)18(onmental education r)18(esear)17(cher at the)]tj -7.57184 -1.3 td -0.006 tc -0.006 tw [(department of social sciences of w)93(ageningen )36(agricultural university)111(. his)]tj t* 0.007 tc 0.118 tw [(phd, obtained fr)18(om the university of michigan in )36(ann )37(arbor)74(, u.s.a.,)]tj t* 0 tc 0.043 tw [(focused on young adolescents\325 per)19(ceptions of natur)17(e and envir)18(onmental)]tj t* 0 tw [(issues and their implications for envir)18(onmental education.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 73 442.6709 tm 0 0 0 1 k -0.019 tc 0.006 tw [(daan van w)74(eelie)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 149.7368 442.6709 tm 0 0 0 1 k -0.019 tc 0.006 tw (is a phd-student in the department of biology education,)tj -7.67368 -1.3 td 0 tc 0.008 tw [(centr)17(e for science and mathematics education at utr)19(echt university)111(. his)]tj (r)' 0.36446 0 td -0.013 tc 0 tw [(esear)18(ch focuses on upper secondary school 世界æ¯2022赛程表淘汰赛 \325 meta cognitive activ)1(-)]tj -0.36446 -1.3 td -0.014 tc 0.002 tw (ities in conceptualising biodiversity (as a heuristic method) in rich contexts,)tj t* -0.003 tc -0.01 tw [(for instance in r)18(eal-life situations of socio-scientific debate in which biodi-)]tj t* 0 tc 0 tw (versity is at stake.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 209.0085 346.6709 tm 0 0 0 1 k (references)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 73 325.3709 tm 0 0 0 1 k -0.005 tc -0.008 tw [(aikenhead, g. (1994). what is sts science teaching. in j. solomon & g. )38(aikenhead)]tj 2 -1.16667 td 0.014 tc 0 tw ((eds.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 120.5862 314.8709 tm 0 0 0 1 k 0.014 tc 0.111 tw (sts education: international perspectives)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 283.5833 314.8709 tm 0 0 0 1 k 0.014 tc 0.111 tw [((pp. 45-59). new )18(y)91(ork and)]tj -21.39815 -1.16667 td 0 tc 0 tw (london: t)tj 4.49804 0 td [(eachers college, columbia university)111(, t)92(eachers college pr)18(ess.)]tj -6.49804 -1.16667 td 0.106 tw [(baumann, m., bell, j., koechlin, f)92(. & pimbert, s. (eds.). (1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 330.3336 293.8709 tm 0 0 0 1 k 0.106 tw (the life industry:)tj -26.59262 -1.16667 td 0 tw [(biodiversity)37(, people and pr)18(ofits)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 202.9814 283.3709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49986 0 td 0 tc [(london: immediate t)93(echnology publications.)]tj -14.94223 -1.16667 td 0.021 tw (bingle, w)tj 4.2382 0 td [(.h. & gaskell, p)129(.j. (1994). scientific literacy for decision making and the)]tj -2.2382 -1.16667 td 0 tw [(social constr)8(uction of scientific knowledge. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 263.8787 262.3709 tm 0 0 0 1 k (science education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 330.113 262.3709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 334.613 262.3709 tm 0 0 0 1 k (78)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 343.613 262.3709 tm 0 0 0 1 k ((2), 185-201.)tj -30.06811 -1.16667 td -0.003 tc -0.009 tw [(b)1(r)19(e)1(n)1(n)1(a)1(n)1(,)1( )37(a. (1992). moral pluralism and the envir)19(o)1(n)1(m)1(e)1(n)1(t)1(.)1( )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 303.1964 251.8709 tm 0 0 0 1 k -0.004 tc -0.009 tw [(e)-1(n)-1(v)-1(i)-1(r)17(onmental v)74(alues)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 383.9215 251.8709 tm 0 0 0 1 k -0.0034 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 388.2787 251.8709 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 392.7484 251.8709 tm 0 0 0 1 k (,)tj -33.5276 -1.16667 td (15-33.)tj -2 -1.16667 td 0.02 tc 0.197 tw [(burnett, h.s. (1998). )37(a)-412(r)18(eview of david t)92(akacs\325 \322the idea of biodiversity:)]tj 2 -1.16667 td 0 tc 0 tw (philosophies of paradise.\323 )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 197.5344 220.3709 tm 0 0 0 1 k [(envir)18(onmental ethics)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 277.2732 220.3709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 281.7732 220.3709 tm 0 0 0 1 k (20)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 290.7732 220.3709 tm 0 0 0 1 k ((2), 203-206.)tj -24.19702 -1.16667 td -0.005 tc -0.008 tw [(bybee, r.w)91(. (1991a). planet earth in crisis: how should science educators r)19(espond.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 199.3709 tm 0 0 0 1 k [(the american biologyt)111(eacher)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 199.3032 199.3709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 203.8032 199.3709 tm 0 0 0 1 k (53)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 212.8032 199.3709 tm 0 0 0 1 k ((3), 146-153.)tj -15.53369 -1.16667 td -0.005 tw [(bybee, r.w)91(. (1991b). integrating the hist)1(ory and natur)16(e of science and technology)]tj 2 -1.16667 td 0 tw (in science and social studies curriculum. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 253.5273 178.3709 tm 0 0 0 1 k (science education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 319.7617 178.3709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 324.2617 178.3709 tm 0 0 0 1 k (75)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 333.2617 178.3709 tm 0 0 0 1 k ((1), 143-155.)tj -28.91797 -1.16667 td -0.017 tc -0.005 tw [(d)-10(r)8(e)-9(y)-9(f)-10(us, )37(a. & jungwirth, e. (1989). the pupil and the living cell: )36(a)-172(taxonomy of dys-)]tj 2 -1.16667 td -0.023 tc -0.004 tw (functional ideas about an abstract idea. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 239.7964 157.3709 tm 0 0 0 1 k -0.023 tc -0.004 tw (journal of biological education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 346.2585 157.3709 tm 0 0 0 1 k -0.0231 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 350.3029 157.3709 tm 0 0 0 1 k -0.023 tc (23)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 358.8865 157.3709 tm 0 0 0 1 k -0.023 tc -0.004 tw ((1), 49-55.)tj -31.76517 -1.16667 td 0 tc 0.064 tw [(dr)18(eyfus, )36(a. & roth, z. (1991). t)91(welfth-grade biology pupils\325 opinions of man in)]tj 2 -1.16667 td -0.007 tc -0.005 tw [(natur)17(e: )37(agr)18(eement, indif)17(fer)18(ence and ambivalence. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 288.2133 136.3709 tm 0 0 0 1 k -0.007 tc -0.005 tw [(journal of resear)18(ch in science)]tj -21.91259 -1.16667 td 0 tc 0 tw [(t)111(eaching)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 123.1614 125.8709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 127.6614 125.8709 tm 0 0 0 1 k (28)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 136.6614 125.8709 tm 0 0 0 1 k ((1) 81-95.)tj -7.0735 -1.1667 td -0.002 tc -0.011 tw [(driver)74(, r., )37(asoko, h., leach.j., mortimer)75(, e., & scott, p)129(. (1994). constr)8(ucting scien)-1(-)]tj 2 -1.1667 td 0 tc 0 tw [(tific knowledge in the classr)18(oom. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 224.2861 104.8709 tm 0 0 0 1 k [(educational resear)18(cher)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 309.1841 104.8709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 313.6841 104.8709 tm 0 0 0 1 k (23)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 322.6841 104.8709 tm 0 0 0 1 k ((7), 5-12.)tj -27.7427 -1.1667 td 0.077 tw [(ehr)18(enfeld, d. (1988). why put a value on biodiversity? in e.o. w)54(ilson and f)92(.m.)]tj 2 -1.1667 td -0.005 tc -0.007 tw (peters (eds.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 144.3025 83.8709 tm 0 0 0 1 k -0.005 tc (biodiversity)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.3537 83.8709 tm 0 0 0 1 k -0.005 tc -0.007 tw [((pp. 186-207). w)92(ashington, d.c.: national )36(academy)]tj -11.2615 -1.1667 td 0 tc 0 tw [(pr)17(ess.)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(173)]tj et q endstream endobj 23 0 obj << /length 12823 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 37 586.4038 tm 0 0 0 1 k -0.013 tc 0.001 tw [(ehrlich, p)129(.r. & w)55(ilson, e.o. (1991). biodiversity studies and policy)112(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 295.1823 586.4038 tm 0 0 0 1 k -0.013 tc (science)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 321.1814 586.4038 tm 0 0 0 1 k -0.0132 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 325.4497 586.4038 tm 0 0 0 1 k -0.013 tc (253)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 338.5923 586.4038 tm 0 0 0 1 k -0.0133 tc (,)tj 0.47417 0 td -0.013 tc (758-)tj -31.98442 -1.16667 td 0 tc (762.)tj -2 -1.16667 td 0.01 tc 0.115 tw [(fensham, p)129(.j. (1988). )37(appr)17(oaches to the teaching of sts in science education.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 554.9038 tm 0 0 0 1 k (international journal of science education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 209.4502 554.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 213.9502 554.9038 tm 0 0 0 1 k (10)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 222.9502 554.9038 tm 0 0 0 1 k ((4), 34-356.)tj -20.66113 -1.16667 td -0.004 tc -0.008 tw [(fishbein, m. & )37(ajzen, i. (1980). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 159.1825 544.4038 tm 0 0 0 1 k -0.004 tc -0.008 tw [(understanding attitudes and pr)17(edicting social behavior)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7486 544.4038 tm 0 0 0 1 k (.)tj -33.52762 -1.16667 td [(englewood clif)18(fs: pr)18(entice hall inc.)]tj -2 -1.16667 td -0.003 tc -0.009 tw [(firth, r. (1995). postmodernity)111(, rationality and teaching envir)17(onmental education.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 512.9038 tm 0 0 0 1 k [(international journal in geographical and envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 304.1018 512.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 308.6018 512.9038 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 313.1018 512.9038 tm 0 0 0 1 k ((2), 44-65.)tj -30.67798 -1.16667 td 0.08 tw [(four)17(ez, g. (1997). scientific and technological liter)1(acy as a social practi)-1(ce. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 337.3445 502.4038 tm 0 0 0 1 k (social)tj -31.37161 -1.16667 td (studies of science)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 119.8303 491.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 124.3303 491.9038 tm 0 0 0 1 k (27)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 133.3303 491.9038 tm 0 0 0 1 k (,)tj 0.49995 0 td (903-936.)tj -11.20331 -1.16667 td -0.012 tc [(g)1(a)1(r)18(d)1(n)1(e)1(r)75(, p)129(.l. (1987). measuring ambivalence to science.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 253.4008 481.4038 tm 0 0 0 1 k -0.012 tc [(journal of resear)18(ch in science)]tj -22.04453 -1.16667 td 0 tc [(t)111(eaching)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 87.1614 470.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91.6614 470.9038 tm 0 0 0 1 k (24)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 100.6614 470.9038 tm 0 0 0 1 k ((3), 241-247.)tj -7.07349 -1.16667 td 0.045 tw [(harper)74(, j.l. & hawksworth, d.l. (1995). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 201.228 460.4038 tm 0 0 0 1 k 0.045 tw [(biodiversity: measur)18(ement and estimation)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7505 460.4038 tm 0 0 0 1 k (.)tj -33.52783 -1.16667 td (london: chapman and hall.)tj -2 -1.16667 td [(harr)18(e, r. (1986). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 103.7419 439.4038 tm 0 0 0 1 k [(v)74(arietes of r)18(ealism)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 170.396 439.4038 tm 0 0 0 1 k -0.0002 tc (.)tj 0.49967 0 td 0 tc [(oxfor)17(d: blackwell.)]tj -15.32145 -1.16667 td 0.044 tw [(huckle, j. (1991). education for sustainability: )37(assessing pathways to the futur)17(e.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 418.4038 tm 0 0 0 1 k [(australian journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 228.9597 418.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 233.4597 418.4038 tm 0 0 0 1 k (79)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 242.4597 418.4038 tm 0 0 0 1 k (,)tj 0.49993 0 td (43-62.)tj -23.32879 -1.16667 td -0.02 tc 0.008 tw [(h)1(u)1(n)1(g)1(e)1(r)1(f)1(o)1(r)18(d, h., peyton, r.b. & w)55(ilke, r.j. (1980). goals for curriculum development)]tj 2 -1.16667 td 0 tc 0 tw [(in envir)18(onmental education. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 169.6072 397.4038 tm 0 0 0 1 k [(journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 301.8276 397.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 306.3276 397.4038 tm 0 0 0 1 k (21)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 315.3276 397.4038 tm 0 0 0 1 k ((3), 8-21.)tj -30.92529 -1.16667 td 0.009 tc 0.116 tw (independent commission on envir)tj 16.18408 0 td (onmental education (icee). (1997). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 331.9561 386.9038 tm 0 0 0 1 k 0.009 tc (ar)tj 1.11171 0 td 0.0091 tc (e)tj 0.77285 0 td 0.009 tc (we)tj -32.65747 -1.16667 td -0.001 tc -0.011 tw [(building envir)18(onmental literacy?)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 176.2377 376.4038 tm 0 0 0 1 k -0.001 tc -0.011 tw [(w)92(ashington dc: independent commission on)]tj -13.47086 -1.16667 td 0 tc 0 tw [(envir)18(onmental education.)]tj -2 -1.16667 td -0.022 tc 0.009 tw (international union for the conservation of natur)tj 21.13013 0 td -0.0216 tc (e)tj 0.69478 0 td -0.022 tc ((iucn). (1994). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 293.3543 355.4038 tm 0 0 0 1 k (a)tj 0.90101 0 td -0.022 tc 0.009 tw (guide to the con)tj 6.0601 0 td 0 tc (-)tj -33.44492 -1.16667 td 0 tw (vention on biological diversity)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 164.5557 344.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49981 0 td 0 tc (gland, switzerland: iucn.)tj -14.67267 -1.16667 td 0.01 tc 0.115 tw (langeveld, m.j. (1972). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 135.4909 334.4038 tm 0 0 0 1 k 0.01 tc 0.114 tw [(b)1(e)1(k)1(n)1(o)1(p)1(t)1(e)1( t)1(h)1(e)1(o)1(r)19(etische )-1(pedagogiek)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 259.7933 334.4038 tm 0 0 0 1 k 0.0095 tc (.)tj 0.63445 0 td 0.009 tc 0.115 tw [([)-1(a)-321(concise theor)18(etical)]tj -23.38926 -1.16667 td 0 tc 0 tw (pedagogy]. gr)tj 6.37963 0 td [(oningen: w)91(olters.)]tj -8.37963 -1.11112 td -0.01 tc -0.002 tw [(l)1(a)1(t)1(o)1(u)1(r)75(, b. & w)92(o)1(o)1(l)1(g)1(a)1(r)75(, s. (1979). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 158.9196 313.9038 tm 0 0 0 1 k -0.011 tc -0.002 tw (laboratory life: the social construction of scientific facts)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7496 313.9038 tm 0 0 0 1 k (.)tj -33.52774 -1.11111 td (london: sage.)tj -2 -1.16667 td 0.018 tc 0.07 tw [(magurran, a.e. )-37((1988). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 135.7812 293.4038 tm 0 0 0 1 k 0.018 tc 0.107 tw [(ecological diversity and its measur)18(ement)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 294.7095 293.4038 tm 0 0 0 1 k 0.0177 tc (.)tj 0.64259 0 td 0.018 tc 0.107 tw (princeton, nj:)tj -27.27697 -1.16667 td 0 tc 0 tw [(princeton university pr)18(ess. )]tj -2 -1.16667 td -0.002 tc -0.048 tw [(mannion, a.m. )-37((1995). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 127.5791 272.4038 tm 0 0 0 1 k -0.002 tc -0.011 tw [(agricultur)17(e and envir)17(onment: t)111(emporal and spatial dimensions)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7485 272.4038 tm 0 0 0 1 k (.)tj -33.52761 -1.16666 td (chichester)tj 4.63526 0 td -0.0001 tc (,)tj 0.49982 0 td 0 tc (uk: john w)tj 5.24114 0 td (iley and sons.)tj -12.37622 -1.16667 td -0.023 tc (mar)tj 1.75324 0 td (gadan)tj 2.63268 0 td -0.033 tc (t-van )tj 2.33022 0 td (ar)tj 1.08846 0 td 0.011 tw (cken, m. & w)tj 5.57617 0 td 0 tw (als, )tj 1.52258 0 td 0.011 tw (a.e.j. (1998). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 219.8274 251.4039 tm 0 0 0 1 k -0.033 tc 0.011 tw (pedagogical dimensions of envir)tj 11.91916 0 td 0 tw (onmental)tj -30.23331 -1.16667 td -0.01 tc (education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 89.3445 240.9039 tm 0 0 0 1 k -0.0102 tc (.)tj 0.54211 0 td -0.01 tc 0.062 tw (paper pr)tj 3.78867 0 td [(esented at the confer)18(ence \324das kind als \322sozialer )38(akteur\323?)]tj -8.14683 -1.16667 td 0.125 tw (soziologische kindheitsforschung - in kritischer p\212dagogisch-ph\212nomenolo)tj 33.4449 0 td 0 tc (-)tj -33.4449 -1.16667 td -0.01 tc 0 tw (gischer sicht\325 held 17-20 febr)tj 12.58444 0 td (uary 1998. germany: university of giessen)tj -14.58444 -1.16667 td 0 tc 0.093 tw [(mcneely)111(, j.a., miller)74(, k.r., reid, w)92(.v)128(., mittermeier)74(, r.a., & w)92(erner)74(, t)74(.b. (1990).)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 198.9038 tm 0 0 0 1 k 0.007 tc 0.118 tw (conserving the world\325)tj 9.32393 0 td 0.0068 tc (s)tj 0.77068 0 td 0.007 tc (biological diversity)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 216.7046 198.9038 tm 0 0 0 1 k 0.0068 tc (.)tj 0.63178 0 td 0.007 tc 0.118 tw (iucn, wri, w)tj 6.88587 0 td (orld bank, ci and)tj -25.48483 -1.16667 td 0 tc 0 tw (wwf)tj 2.46411 0 td -0.0001 tc (,)tj 0.49981 0 td 0 tc (gland, switzerland: iucn.)tj -4.96392 -1.11112 td -0.01 tc (miller)tj 2.56128 0 td -0.0095 tc (,)tj 0.47798 0 td -0.009 tc -0.003 tw (j. (1990). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 99.3527 178.4038 tm 0 0 0 1 k -0.01 tc -0.003 tw (scientific literacy: a)tj 8.23544 0 td (conceptual and empirical r)tj 10.42014 0 td 0 tw (eview)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 287.3283 178.4038 tm 0 0 0 1 k -0.0095 tc (.)tj 0.47787 0 td -0.01 tc -0.003 tw (daedalus, spring)tj -26.29213 -1.11111 td 0 tc 0 tw (1983, 29-48.)tj -2 -1.16667 td -0.021 tc 0.008 tw [(olsher)74(, g. & dr)17(eyfus, )37(a. (1999). biotechnology as a context for enhancing junior high)]tj 2 -1.16667 td -0.001 tc -0.012 tw (school 世界æ¯2022赛程表淘汰赛 \325 ability to ask meaningful questions about abstract biological)tj t* 0 tc 0 tw [(pr)17(ocesses. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 97.2688 136.9038 tm 0 0 0 1 k (international journal of science education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 251.719 136.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 256.219 136.9038 tm 0 0 0 1 k (21)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 265.219 136.9038 tm 0 0 0 1 k ((2), 137-153.)tj -25.35767 -1.11111 td 0.003 tw (pelikaan, h. (1996). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 116.2634 126.9038 tm 0 0 0 1 k 0.003 tw (speltheorie en milieubeleid)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 212.9822 126.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.50236 0 td 0 tc 0.003 tw [([gaming theory and envir)17(onmental)]tj -18.0559 -1.1111 td 0 tw (policy]. beleid & maatschappij, )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 181.4219 116.9039 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 185.9219 116.9039 tm 0 0 0 1 k (,)tj 0.49995 0 td (121-133.)tj -17.0468 -1.1111 td -0.003 tc -0.009 tw [(ramsey)111(, j. (1993). the science education r)19(eform movement: implications for social)]tj 2 -1.1111 td 0 tc 0 tw [(r)18(esponsibility)110(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 112.7705 96.9038 tm 0 0 0 1 k (science education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 179.0049 96.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 183.5049 96.9038 tm 0 0 0 1 k (77)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.5049 96.9038 tm 0 0 0 1 k ((2), 235-258.)tj -17.2783 -1.1111 td -0.015 tc 0.003 tw (rubba, p)tj 3.7333 0 td (.a. & w)tj 3.4002 0 td 0 tw (iesenmayer)tj 4.84103 0.00001 td -0.0152 tc (,)tj 0.47221 0 td -0.015 tc 0.003 tw (r.l. (1988). goals and competencies for pr)tj 18.01851 0.00001 td (ecollege sts)tj -28.4652 -1.1111 td 0 tc 0.022 tw (education: recommendations based upon r)tj 19.2343 0.00001 td (ecent literatur)tj 6.16759 0.00001 td -0.0002 tc (e)tj 0.75046 0 td 0 tc [(in envir)18(onmental)]tj -26.1523 -1.1111 td 0 tw (education. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 98.9255 66.9038 tm 0 0 0 1 k [(journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 231.146 66.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 235.646 66.9038 tm 0 0 0 1 k (19)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 244.646 66.9038 tm 0 0 0 1 k ((4), 38-44.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (174)tj 14.76193 0.00001 td 0 tc (amos dre)tj 4.70727 0.00001 td (yfus,)tj 2.57129 0.00001 td [(arjen e.j)20(.)-158(w)40(als &)-278(daan v)19(an )80(w)35(eelie)]tj et q endstream endobj 24 0 obj << /length 10561 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 73 586.4038 tm 0 0 0 1 k -0.017 tc 0.004 tw [(salwasser)74(, h. (1991). in sear)18(ch of an ecosystem appr)18(oach to endanger)18(ed species con)1(-)]tj 2 -1.16667 td -0.018 tc 0.005 tw (servation. in k.a. kohm (ed.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 209.1047 575.9038 tm 0 0 0 1 k -0.018 tc 0.005 tw [(balancing on the brink of extinction: the endanger)18(ed)]tj -13.12275 -1.16667 td 0.006 tc 0.119 tw [(species act and lessons for the futur)16(e)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 238.1355 565.4038 tm 0 0 0 1 k 0.006 tc 0.119 tw [((pp. 247-265). w)92(ashington, dc: island)]tj -16.34839 -1.16667 td 0 tc 0 tw [(pr)17(ess.)]tj -2 -1.16667 td 0.01 tc 0.114 tw [(smith, g.a. (1998). response to \322envir)18(onmental education: pr)18(omise and per-)]tj 2 -1.16667 td 0 tc 0 tw (formance.\323 )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 137.4458 533.9038 tm 0 0 0 1 k [(canadian journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 306.9099 533.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 311.4099 533.9038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 315.9099 533.9038 tm 0 0 0 1 k (,)tj 0.49993 0 td (48-56.)tj -27.48992 -1.16667 td -0.012 tc -0.001 tw (solomon. j .(1994). knowledge, values, and the public choice of science knowledge.)tj 2 -1.16667 td -0.025 tc 0.012 tw [(in j. solomon & g. )37(aikenhead (eds.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 232.8433 512.9038 tm 0 0 0 1 k -0.025 tc 0.012 tw (sts education: international perspectives)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 379.6083 512.9038 tm 0 0 0 1 k -0.025 tc (\(pp.)tj -32.06759 -1.16667 td 0 tc [(99-1)55(10\). new )18(y)91(ork and london: t)93(eachers college pr)18(ess.)]tj -2 -1.16667 td -0.002 tc -0.01 tw [(solomon. j. (1990). the discussion of social issues in the science classr)21(oom. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 368.1126 491.9038 tm 0 0 0 1 k -0.002 tc (studies)tj -30.79029 -1.16667 td 0 tc (in science education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 166.988 481.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 171.488 481.4038 tm 0 0 0 1 k (18)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 180.488 481.4038 tm 0 0 0 1 k (,)tj 0.49995 0 td (105-126.)tj -12.44306 -1.16667 td -0.001 tc -0.011 tw [(spaar)18(g)1(a)1(r)18(en, g. (1994). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 161.7446 470.9038 tm 0 0 0 1 k -0.001 tc -0.011 tw [(duurzame leefstijlen en -consumptiepatr)17(onen; opvattingen over)]tj -7.86051 -1.16667 td -0.006 tc -0.007 tw [(de be\225nvloeding van \324milieu\325)-182(\324gedrag in wetenschap en beleid)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 305.9279 460.4038 tm 0 0 0 1 k -0.0059 tc (.)tj 0.48146 0 td -0.006 tc -0.007 tw ([sustainable lifestyles)tj -24.36234 -1.16667 td 0 tc -0.004 tw [(and consumption patterns: opinions on influencing envir)18(onmental behavior)]tj t* 0 tw [(in science and policy] t)55(ijdschrift voor sociologie, )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 287.3762 439.4038 tm 0 0 0 1 k (15)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 296.3762 439.4038 tm 0 0 0 1 k ((2), 29-66.)tj -24.81958 -1.16667 td 0.016 tw [(stapp, w)91(.b., w)92(als, )37(a.e.j. & stankorb, s. (1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 259.3534 428.9038 tm 0 0 0 1 k 0.016 tw [(envir)18(onmental education for empow-)]tj -18.70593 -1.16667 td 0.02 tc 0.237 tw [(erment: action r)17(esear)17(ch and community pr)17(oblem solving)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 319.2612 418.4038 tm 0 0 0 1 k 0.0199 tc (.)tj 0.77728 0 td 0.02 tc 0.237 tw (dubuque, iowa:)tj -26.13963 -1.16667 td 0 tc 0 tw (kendall/hunt publishing.)tj -2 -1.16667 td -0.015 tc 0.002 tw [(t)92(akacs, d. (1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 141.4896 397.4038 tm 0 0 0 1 k -0.015 tc 0.002 tw (the idea of biodiversity: philosophies of paradise)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 309.3301 397.4038 tm 0 0 0 1 k -0.0149 tc (.)tj 0.4725 0 td -0.015 tc 0.002 tw [(baltimor)18(e & london:)]tj -24.7314 -1.16667 td 0 tc 0 tw (john hopkins university pr)tj 12.28907 0 td (ess.)tj -14.28907 -1.16667 td 0.005 tc 0.12 tw [(t)92(ennyson, r.d. (1996). concept learning. in e. de corte & f)92(.e. w)92(einert (eds.),)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 365.9038 tm 0 0 0 1 k 0.005 tw (international encyclopedia of developmental and instructional psychology)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 360.151 365.9038 tm 0 0 0 1 k 0.005 tw (\(pp. 381-)tj -29.90567 -1.16667 td 0 tw (385\). oxfor)tj 4.89013 0 td (d: elsevier science, per)tj 10.09643 0 td [(gamon pr)18(ess..)]tj -16.98657 -1.16667 td 0.006 tc 0.119 tw [(united nations educational, scientific, and cultural or)18(ganization (unesco).)]tj 2 -1.16667 td -0.018 tc 0 tw ((19878). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 122.5655 334.4038 tm 0 0 0 1 k -0.018 tc 0.006 tw [(i)1(n)1(t)1(e)1(r)18(governmental confer)17(ence on envir)17(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 325.2332 334.4038 tm 0 0 0 1 k -0.0183 tc (.)tj 0.46912 0 td -0.018 tc 0.006 tw (tbilisi, ussr, 14-)tj -26.49503 -1.16667 td 0 tc 0 tw (26 october)tj 4.7041 0 td -0.0001 tc (,)tj 0.49982 0 td 0 tc (1977, final report. paris: unesco.)tj -7.20392 -1.16667 td -0.02 tc 0.008 tw [(v)92(an der maar)18(el, e. (1997). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 172.4916 313.4038 tm 0 0 0 1 k -0.02 tc 0.008 tw [(biodiversity: fr)18(om babel to biospher)18(e management)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 347.5211 313.4038 tm 0 0 0 1 k -0.0205 tc (.)tj 0.4669 0 td -0.02 tc 0.008 tw (special fea-)tj -28.96925 -1.16667 td 0 tc 0 tw [(tur)17(es in biosytematics and biodiversity 2. uppsala: opulus pr)18(ess.)]tj -2 -1.16667 td -0.009 tc -0.004 tw [(v)92(an w)91(eelie, d. & w)92(als, )37(a.e.j. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 215.2341 292.4038 tm 0 0 0 1 k -0.009 tc -0.004 tw [(biodiversiteit als leer)18(gebied van natuur- en milieu-)]tj -13.80379 -1.16667 td -0.008 tc 0 tw (educatie)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 120.0874 281.9038 tm 0 0 0 1 k -0.008 tc (.)tj 0.47935 0 td -0.005 tw [([biodiversity as a theme for envir)18(onmental education] rapport nr)74(. 31,)]tj -3.71128 -1.16667 td 0 tc 0 tw [(w)92(ageningen: ikc-natuurbeheer)73(.)]tj -2 -1.16667 td -0.02 tc 0.008 tw [(w)92(als, )37(a.e.j. (ed.). (1999). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 168.2116 260.9038 tm 0 0 0 1 k -0.02 tc 0.008 tw [(envir)18(onmental education & biodiversity: foundations and guide-)]tj -8.57907 -1.16667 td 0 tc 0.088 tw (lines for curriculum development)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 213.9686 250.4038 tm 0 0 0 1 k (.)tj 0.58841 0 td 0.088 tw [(w)92(ageningen: national refer)17(ence centr)17(e for)]tj -14.25159 -1.16667 td 0 tw [(natur)17(e management (ikc-n).)]tj -2 -1.16667 td 0.068 tw [(w)92(als, )37(a.e.j. & van der leij, t)75(. (1997). )37(alternatives to national standar)17(ds in envi-)]tj 2 -1.16667 td 0.101 tw [(r)18(onmental education: pr)18(ocess-based quality assessment. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 320.1992 218.9038 tm 0 0 0 1 k 0.101 tw (canadian journal of)tj -25.46658 -1.16667 td 0 tw [(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 185.2341 208.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 189.7341 208.4038 tm 0 0 0 1 k (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 194.2341 208.4038 tm 0 0 0 1 k ((1), 7-28.)tj -13.47046 -1.16667 td -0.008 tc -0.004 tw [(w)92(als, )37(a.e.j. & van w)92(eelie, d. (1998). envir)18(onmental education and the challenge of)]tj 2 -1.16667 td -0.001 tc -0.012 tw [(over)18(coming ill-definedness: foundations for interactive curriculum develop)1(-)]tj t* 0 tc 0.075 tw [(ment. in m. )37(ahlber)17(g & w)92(. leal filho (eds.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 271.2498 176.9038 tm 0 0 0 1 k 0.075 tw [(envir)18(onmental education for sus)-1(-)]tj -20.02775 -1.16667 td 0.02 tc 0.233 tw (tainability: good envir)tj 10.06327 0 td (onment, good life)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 251.066 166.4038 tm 0 0 0 1 k 0.0199 tc (.)tj 0.77302 0 td 0.02 tc 0.233 tw (frankfurt am main: peter lang)tj -18.55814 -1.16666 td 0 tc 0 tw (publishers.)tj -2 -1.16667 td (w)tj 0.89549 0.00001 td -0.013 tc (estra, l. (1998). biotechnology and trangenics in agricultur)tj 25.0196 0 td -0.0129 tc (e)tj 0.7035 0 td -0.013 tc [(and aquacultur)18(e: the)]tj -24.61859 -1.16668 td 0 tc (perspective fr)tj 6.04174 0 td (om ecosystem integrity)tj 10.17798 0 td (.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 241.4775 134.9039 tm 0 0 0 1 k (envir)tj 2.31568 0 td (onmental v)tj 4.6748 0 td (alues)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 322.8906 134.9039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 327.3906 134.9039 tm 0 0 0 1 k (7)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 331.8906 134.9039 tm 0 0 0 1 k (,)tj 0.49993 0 td (79-86.)tj -29.26555 -1.16667 td 0.006 tc 0.119 tw [(w)55(ilson, e.o. (1992). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 157.3525 124.4039 tm 0 0 0 1 k 0.006 tc 0.119 tw (the diversity of life)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 231.4327 124.4039 tm 0 0 0 1 k 0.0059 tc (.)tj 0.63079 0 td 0.006 tc 0.119 tw [(cambridge, mass: harvar)18(d university)]tj -16.2344 -1.1667 td 0 tc 0 tw (pr)tj 0.9807 0 td (ess.)tj -2.9807 -1.1667 td (w)tj 0.9451 0 td [(ittgenstein, l. (1985). philosophical investigations. new )17(y)92(ork: macmillan.)]tj -0.9451 -1.1667 td -0.007 tc -0.005 tw [(w)92(ood, p)129(.m. (1997). biodiversity as the sour)19(ce of biological r)18(esour)18(ces: )37(a)-183(new look at)]tj 2 -1.1667 td 0 tc 0 tw (biodiversity values. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 171.4353 82.4039 tm 0 0 0 1 k (envir)tj 2.31568 0.00001 td (onmental v)tj 4.6748 0.00001 td (alues)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 252.8484 82.4039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 257.3484 82.4039 tm 0 0 0 1 k (6)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 261.8484 82.4039 tm 0 0 0 1 k (,)tj 0.49995 0 td (251-268.)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(biodiver)15(sity as a p)39(ostmodern )100(theme f)20(or en)39(vir)20(onmental education)-5184(175)]tj et q endstream endobj 25 0 obj << /length 286 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63.0021 324 532.798 re f 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 36 38.9391 324 11.858 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