Project Aims and Rationale

The aim of this project is to assess and evaluate the PISA 2025 Science Framework in terms of efficacy as
a curriculum and to produce digital learning resources for educators to approach teaching sustainability.
The framework is currently published as a draft as of May 2023, focusing on the importance of building
“Agency in the Anthropocene” (OECD, 2023), in order to equip students with skills towards tackling
current and pertinent environmental issues, and building capacity for the younger generation towards
facing these 21st century global challenges head-on.

In terms of assessing a draft curriculum, we aim to utilize a brief literature review of comparing and
contrasting the PISA framework to other existing curricula, in particular to the Canada’s British Columbia
Curriculum. This report intends to highlight specific areas of where the PISA curriculum intends to build
agency within learners on the concepts of sustainability, and to enable a ‘culture jamming’ mindset
when evaluating what possible frameworks exist within. Hello

Curriculum Jamming and Description of Digital Artifacts

This project takes a curriculum jamming approach to evaluate the effectiveness of the PISA curriculum in
being culturally inclusive. The roots of curriculum jamming stem from the concept of ‘culture jamming’,
as described by Carducci (2006) in which describes the process as an “organized, social activist effort
that aims to counter the bombardment of consumption-oriented messages in the mass media”. The
PISA curriculum is arguably idealistic, and lacks specificity needed for effective implementation at a local
level. One critical issue for 21st century teachers is addressing the increasing needs in diverse
classrooms and making learning authentic for learners with diverse backgrounds. To approach this topic
of curriculum jamming, we aim to evaluate the PISA curriculum through five different viewpoints:

Place-based Learning

First Peoples Principles

Diversity, Equity, and Inclusion (DEI) (especially English Language Learners)

Social Responsibility

Inclusion of Anthropocene

We will publish our literature review and digital artifacts through a Google Site format in which will
aggregate our findings into according sections of:

(1) Identifying Global Trends on Science Education and Sustainability,

(2) Brief Overview of the PISA 2025 Science Framework,

(4) Summarized Insights in Teaching Sustainability.

Our Google Site intends to be a teacher guide, as we find it the most appropriate format for this
educational experience as it will allow clear jamming of the PISA science framework in comparison to
British Columbia Curriculum, Ontario Curriculum, and inclusivity of English language Learners. The site
will critique and touch on the significance of science capital, First Peoples knowledge and pedagogy. We
have analyzed the curricula, focused, and localized our main concerns as practitioners in order to
produce meaningful lesson plans and activities. These lessons will take a pedagogical, holistic, and
critical approach in taking action towards learning more about Earth Science and Sustainability that will
hopefully act as effective tools that educators can utilize to both implement the ideals of PISA, but with
a practical approach.

Our Key Resources:

Key Resource 1: PISA 2025 Science Framework

The Organisation for Economic Co-operation and Development (OECD) drafted the Science Framework
as a basis to develop the Programme for International Student Assessment (PISA) for science education
in the upcoming year of 2025. The framework aims to develop “[students’] ability to engage with
science-related issues, and with the ideas of science, as a reflective citizen.” (OECD, 2023)

One of the key rationales to the development of the OECD Framework is to address “the challenges we
face as a population of 7 billion people with finite natural resources, are the need for clean water, food
supply, managing and preventing disease, producing energy sustainably, and the many others resulting
predominantly from human-generated climate change”, which is further strengthened by the
Environmental Science competencies listed that are distinct, yet interconnected with the main Science
competencies of the framework. The Environmental Science Competencies are shown below in Figure 1.
Further details behind the rationale and breakdown of the competencies can be found in the 2023
framework draft.

Fig. 1 - Environmental Science competencies, as outlined in the PISA 2025 Science Framework.

Key Resource 2: BC Science 9 Curriculum

Fig. 2 - Big Idea, as outlined in BC’s Science 9 Curriculum.

The idea of sustainability and Science Capital is acknowledged in BC’s Science 9 curriculum as it allows
grade 9 science teachers and practioners to be interdisciplinary. The curriculum approaches
sustainability by addressing and drawing concepts of the effects of colonization on the environment,
human geography, First Peoples’ perspectives of interconnectedness and how that may look through
socioeconomic factors. The curriculum leaves room to engage students in experiential learning and
hands-on learning. Therefore, lesson planning around sustainability will address local concerns,
knowledge, human-environment interaction, and actions of the past and present.

Fig. 3 - Curricular Competency: Communicating, as outlined in BC’s Science 9 Curriculum.

Fig. 4 - Content: Matter Cycles, Sustainability of systems, First Peoples knowledge of

Key Resource 3: FNESC: First Peoples Principles of Learning

This resource, The First Peoples Principles of Learning, was created by the BC Ministry of Education and
First Nations Education Steering Committee in 2006/2007. This poster will clearly guide, indicate, and
describe First Peoples' learning principles, to help with lesson implementation. The (FPPL) will tie in the
concept of how everything is connected, local to global, and dig deeper into examples of sustainability
systems.

Key Resource 4: Indigenous Knowledge and Perspectives Science: K-12

Fig. 5 - Indigenous Knowledge and Perspectives: Grade 9 (Explicit and implicit)

When connecting interdisciplinary teaching to the local environment, this resource helps break down
concepts even further with explicit and implicit teachings. This includes the locality of memory, history,
culture and identity. This flexibility allows for classroom excursions, case study investigations, field
studies, and the opportunity to experience and interpret our environments through place.

Key Resource 5: Indigenous Knowledge and Perspectives Social Studies: K-12

Idea of social responsibility.

This document intends to engage students in the social responsibility aspect of Indigenous knowledge
when deciphering science and the idea of sustainability. Students are to further understand, promote,
and support the reconciliation of Indigenous peoples in B.C. Secondly, this curricular document
encourages new ways of approaching content, and citizenship by valuing, practicing, and prioritizing
Indigenous knowledge and perspectives in B.C.
Key Resource 6: Integrating “the Anthropocene” into the Science Curriculum

One of the overarching perspectives addresses how human activity has damaged the stability of the
biogeochemical systems of the earth and atmosphere (Rockström et al., 2009). There are important
considerations raised about the role of education in resolving fundamental problems by the inclusion of
the Anthropocene and sustainability in the science curriculum. Educators should carefully consider their
teaching methods and emphasize content to equip students with the knowledge and skills needed to
address social injustice, climate change, and biodiversity loss. Bruno Latour (2004, 2010) provides a
theoretical perspective on how 'matters of fact' may become 'matters of concern. Focusing on the
Anthropocene emphasizes the importance of transforming factual knowledge to promote
interdisciplinary learning by linking chemistry courses to subjects like biology, geography, and social
studies. It challenges traditional beliefs and emphasizes the significance of comprehending scientific
methods and how they affect the environment. It also fosters critical thinking. Kahn and Zeidler (2016)
spoke about an integrated, interdisciplinary science teacher preparation program.