Does the teaching and learning of science change when we give importance to relationships with people, other beings, and the places they inhabit?
How do we use an exploration of water to help children connect basic science concepts with personal experiences and pressing environmental issues?
Can observing, exploring, and working in their natural environment offer children and teachers the opportunity to cultivate an intuitive understanding of the nature and process of science?
What personal choices and simple actions in our everyday lives can help us begin engaging with climate change?
Join us in exploring these questions in the theme section of this issue — Teaching as if the Earth Matters.