**Integrating Sustainability Issues into Science Education through Career-Based Scenarios in the MultiCO Project**

**Tuula Keinonen, Katri Varis, Costas P. Constantinou, Miia Rannikmäe, Annette Scheersoi and Shirley Simon**

#### **1. Introduction**

School science education is recognised as an important area of study to comprehend the increasingly scientific world in which we live and to inspire students of all ages towards careers in science. Even more importantly, science education is appreciated for developing competences for the needs of future society, such as problem-solving and innovation, as well as analytical and critical thinking, seen as necessary to empower citizens to lead personally fulfilling, socially responsible and professionally engaging lives (European Commission 2015). However, students, especially those approaching adolescence, do not find science learning relevant (Stuckey et al. 2013). Students' declining interest towards science or the pursuit of science-related careers has been repeatedly highlighted in the science education research literature. Studies have reported that this negative trend of interest and aspirations in science starts at the end of primary school and evolves during lower secondary school years (Potvin and Hasni 2014; DeWitt and Archer 2015). A science career often requires an academic degree in a science-related or Science, Technology, Engineering, and Mathematics (STEM) field; thus, study aspiration in advanced science subjects at primary or lower-secondary school affects future career options (Sheldrake 2018). In addition, a growing need for students specialized in STEM is projected in the labour market and the proportion of STEM students in higher education is not expected to be sufficient (European Commission 2004, 2009; OECD 2008, 2017). Some mixed findings on students' interest have also been found; for instance, interest may increase significantly during the lower-secondary school phases, but there were no reciprocal relationships between interest and self-concept in predicting students' science aspirations (Kang et al. 2019).

The origin of the lack of interest or motivation, particularly in secondary science education, is seen to lie in pedagogical considerations (Potvin and Hasni 2014) and in socio-cultural capital. A major development, designed to attract young people to science studies and to raise scientific literacy among future citizens, has

been to approach science education as 'education through the context of science' (European Commission 2007, 2015). Research has shown that context-based approaches in science education result in improvements in attitudes towards science (Bennett et al. 2007) and may lead to enhanced interest in science-related careers (Reid and Skryabina 2002). Teaching strategies that actively engage students in the learning process, such as through scientific investigations, strengthen conceptual understanding, and also have positive effects on students' attitudes towards science (Minner et al. 2010; Potvin and Hasni 2014). The use of models in upper secondary school was associated with a high level of situational engagement (Inkinen et al. 2020). At least one project-based course during the first four semesters affected college student STEM career aspirations (Beier et al. 2019).

Most European countries have recommended that science be taught in a context relating to contemporary societal issues (European Commission 2011; PARSEL Popularity and Relevance of Science Education for Scientific Literacy; PROFILES Professional Reflection-Oriented Focus on Inquiry-Based Learning and Education through Science; Bolte et al. 2012). Context-based science education, using cross-cutting themes, also has the opportunity to connect educational aims to several EU strategic priorities such as water resource management, raw materials, energy management, information and communication technologies (ICT), nutrition, health, and climate change. The MultiCO project has contributed to these trends in science education research by studying the impact of the introduction, for secondary school students (ages 13 to 15), of real life related, career-focused stories, referred to as scenarios. Scenarios initiate context- and inquiry-based science lessons and are intended to inform students' preferences for choosing science studies and increase their desire to reflect on an increased awareness of, and the attractiveness in pursuing, science-related careers. The project carried out a series of longitudinal studies of classroom interventions using motivational scenarios. These scenarios were created with multi-stakeholder co-operation between scientists in education, natural science, and experts from industry and civil society organisations, formal, as well as non-formal science educators and students. While a key aspect of the project was capturing the student viewpoint, research within the project heavily focused on producing evidence of the impact of interest and career-awareness on students' science study choices, and attitudes towards science-related careers.

In a broader sense, the MultiCO project created a mechanism for attractive science education, aiming to raise the number of future scientists that will be engaged in resolving major societal challenges related to sustainability issues, as well as strengthening the capacity of scientifically literate citizens to participate more meaningfully as decision-makers and social actors. This book chapter introduces how sustainability issues related to energy, water, waste, food, health, transport and climate change are incorporated in career-based scenarios for enhancing student motivation for science studies and science-related careers.

#### **2. Science Education and Sustainability**

Sustainability is widely recognised in school curricula as an important societal priority. For example, in the Finnish core curriculum, sustainability is included in one of the seven transversal competence areas, namely 'participation, involvement and building a sustainable future' (Finnish National Board of Education 2016). These competence areas epitomise the aims of education and reflect the competences needed in life. They are enacted through 'multidisciplinary learning modules' which integrate learning and increase the dialogue between different subjects. Schools organise one such module at least every school year. The core curriculum obliges schools to plan and implement these by making connections between different subjects (e.g., biology, chemistry, physics) and involving pupils in their planning. Apart from these obligations, the municipalities and schools have the freedom to plan the modules according to local needs and interests (Finnish National Board of Education 2016).

Sustainability can be promoted through a variety of pedagogical approaches. Widely, this is realised under the concept of Education for Sustainable Development (ESD). Researchers describe ESD with different terminology. However, there is an emerging consensus that ESD, as an approach in teaching, should deal with the complexity of a globalized world. The key principles of ESD are (UNESCO Education for Sustainable Development Goals 2017; UNESCO 2009, p. 26):


Similar focus in science education is on helping students become scientifically literate citizens who can participate in socio-scientific discourse (Hofstein et al. 2011) including sustainability issues. Particularly, the Societal Science Issues (SSI) approach

seeks to promote goals in science education related to general interest and public understanding with particular reference to:


(Aikenhead 1994, p. 49; Aikenhead 2000, p. 53; Rannikmäe 2002; Holbrook and Rannikmäe 2007; Havu-Nuutinen and Keinonen 2009).

Many of these skills can be addressed through argumentation activities, set in SSI contexts (Baytelman et al. 2020; Iordanou and Constantinou 2014; Ekborg et al. 2012; Simon et al. 2006; Simon and Richardson 2009). These skills, activities and pedagogical approaches are similar to those highlighted in ESD (Lozano et al. 2017; Bacon et al. 2011; Tilbury 2011; Laurie et al. 2016; United Nations 2015).

The strong relationship between ESD and quality education has been recognised by many leading organisations and scholars (Laurie et al. 2016). Quality education is identified as one of the seventeen Sustainable Development Goals (SDG, Goal 4) and education is a cross-cutting issue in many of the other 17 goals adopted in UN's agenda. SDG 4 focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. According to Laurie et al. (2016), ESD contributes to a quality education when ´the curriculum includes sustainability content—delivered in terms of local, social, economic and environmental contexts´. The definition of quality education is constantly evolving and is always contextual (Laurie et al. 2016). Quality education makes content relevant in order to prepare students to enter community life and the workforce (UNESCO 2005).

The MultiCO project outcomes contribute to ESD and the target of SDG 4 promoting students' knowledge and skills for equal access for all to affordable and quality education. Through planning relevant science education for all to motivate young people for science studies, MultiCO aimed to increase the number of youth and adults who have relevant skills for employment, decent jobs, and entrepreneurship. The project contributed methods and tools to ensure that learners acquire the knowledge and skills needed to promote sustainable development, including, among others sustainable lifestyles, gender equality, global citizenship and appreciation of cultural diversity, as well as of culture's contribution to sustainable

development. The project sought to clarify how the scenarios in the context-based approach stimulate students and relate to educational gains related to working life skills and responsible citizenship.

#### **3. Career Aspect in Science Education**

Potvin and Hasni (2014) found in their review that issues positively affecting interest, motivation and attitudes were associated with: role models or science and technology careers in interventions; students' self-efficacy; authentic tasks; contact with scientists and working collaboratively. One factor associated with greater probability of uptake of physics was expected performance. In addition, the manner in which courses were taught was important to the recruitment and retention of students in the STEM disciplines (Gill and Bell 2013). Another finding was that informal programmes influence study and career choices, but these needed to be longer, for example, lasting one year (Fadigan and Hammrich 2004). Ainley and Ainley (2011) suggested that efforts to increase the attractiveness of science to students should take heed of the fact that enjoyment of science had a central role in the paths linking personal value, interest and current science activities to intentions for future participation in science.

Students need knowledge about career opportunities to be able to make informed choices. Middle grade students are not often made aware of career options, and few indicate knowing professionals actively working in STEM or the environment fields (Maltese and Tai 2011). Several authors have proposed how different factors might influence career choice. Eccles (2009) suggests that self-related beliefs regarding both one's relative competences and the relative subjective task value are critical influences on behavioural choices. Andersen and Ward (2014) suggest that students need to be made more aware of the utility of science courses in relation to their future goals for careers and study plans. van Aalderen-Smeets et al. (2018) found that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor's degree. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention.

Students' conceptions of careers were stable through at least several years of adolescence and early adulthood (Masnick et al. 2010). Masnick et al. also found that students had a strong perception that scientific careers are not particularly creative and did not involve much interaction with others. To increase the utility value of school science, providing students with information and advice about career options and the corresponding educational requirements was seen to be critical. Mau (2003) shows that academic proficiency and mathematics self-efficacy are the two strongest predictors of persistence in science and engineering careers. Lykkegaard and Ulriksen (2019) followed students during and after their completion of upper-secondary education and noticed that only 22% of students expressed the same interest during the whole period, and 56% changed between different groups of studies, e.g., between STEM and HEALTH. Students need accurate information about STEM careers and this information needs to be part of science curricula and high school career counselling (Holmegaard et al. 2014).

In the MultiCO project, it was assumed that career awareness and inquiries have together a positive effect on science interest and motivation towards science studies and should be promoted in unison. The career aspect was implemented using career-based scenarios. Scenarios are defined as motivational student-relevant constructs, expressed in words, which might also be illustrated/expanded by cartoons, graphics, videos, and/or presentation slides, related to an attractive problem, or issue, or an unexpected or extraordinary situation, with the possibility to involve students in an unusual scientific, hands-on activity (seen as relevant by students) and include career-related aspects. The problem, issue or situation is linked to EU challenges related to energy, water, waste, climate change, food, health, or transport issues.

The scenario is interesting to students in general and hence the scenario is not gender specific. The scenario needs to be "relevant in the eyes of the students" and not as perceived by the teacher. The scenario context is thus most likely connected with:


The scenario is expected to be an initiator, leading to learning that is related to the intended science curriculum, both in terms of subject matter and general (cross-curricular) competences. The introductory scenario is expected to provide the rationale for gaining new knowledge and competences, as outlined in the curriculum, and thus needs to be anticipated as having a positive impact on students becoming intrinsically motivated.

A scenario may include for example:


The career aspect does not necessarily need to be directly presented in all cases. It can be latent in an industrial or in any other STEM related context. In this chapter, we present some of the MultiCO scenarios and what ESD aspects these scenarios include.

#### **4. Sustainability Included in the MultiCO Career-Based Scenarios**

The aim of this chapter is to show how sustainability is included in the MultiCO scenarios. Sustainability in the scenarios is evaluated based on the following ESD aspects, as already described in detail in the previous sections:


The project has published 32 scenarios, all of which are openly accessible.<sup>1</sup> Out of these, 27 scenarios have a significant relationship to sustainability and are presented in this chapter. The connections are shown in Tables 1–5. Because the project focused on raising scientific career awareness, the career aspect is also shown in Tables 1–5, besides the content, context, pedagogy, and skills. Other scenarios not mentioned here may also include sustainability issues depending on how a teacher chooses to implement the scenarios.

The scenarios introduce careers and sustainability aspects in a variety of ways. Next, we present some of the scenarios. For example, the scenario Chemical Design Engineer, created by the University College London team, introduces an expert, Nadina, her work and the working life skills needed in her job (Figure 1). This is one way to raise students' career awareness. Following the scenario, the students are given a task to design products that minimise sports injury: "Your latest task is to design two instant sports injury packs" (Figure 1). The sports injury problem can be interpreted to be global and social, addressing issues pertaining to health

<sup>1</sup> See MultiCO. Available online: www.multico-project.eu (accessed on 6 August 2019).

and wellbeing. Students are asked to take the role of an expert and use scientific information in order to formulate realistic specifications and design the products. This task calls for creativity and scientific thinking. It is expected that students work in collaboration and they need to reason in their designs.


#### **Table 1.** MultiCO scenarios and their sustainability aspects in Cyprus.

#### **Table 2.** MultiCO scenarios and their sustainability aspects in Estonia.



#### **Table 3.** MultiCO scenarios and their sustainability aspects in U.K.

#### **Table 4.** MultiCO scenarios and their sustainability aspects in Finland.



#### **Table 5.** MultiCO scenarios and their sustainability aspects in Germany. *our world/*  Climate change

**Table 5.** MultiCO scenarios and their sustainability aspects in Germany.

**scientific issue** 

Local, Social*/ Safety/*  Health

Local, Social, Environmental/ *Ice problems*/ Climate change, Traffic

Local, Environmental, Economic/ *Forest use vs. Forest protection/*  Climate change

Environmental, Global/ *Human impact on*  **Pedagogy Skills** 

Reasoning

Creativity, Collaboration, Reasoning

Creativity, Communication, Collaboration, Reasoning

Communication, Scientific reasoning, Creativity

Problem solving

Investigations, Group work

Investigations, Group work

Group work, Discussion

**Content Career aspect Context/socio-**

Electrician, Horticulturist, Forensic chemist, Zoologist, Pharmacist

in industry, Sales Manager industrial, Chemical technician

engineer

Biologist

Evolution Paleontologist,

**Scenario Title** 

Giant dinosaurs

Crime scene Electricity,

electric shock, safety at home

Road salt Salts Chemist, CEO

Forester Ecology Forester, Forest

in collaboration and they need to reason in their designs.

practice collaboration and evidence-based reasoning.

liked its format.

10


**Figure 1.** Chemical Design Engineer scenario. Introduction of the professional and task for the students. Source: www.multico-project.eu. Used with permission. **Figure 1.** Chemical Design Engineer scenario. Introduction of the professional and task for the students. Source: www.multico-project.eu. Used with permission.

students who expressed a wish to learn more about it, mentioned their future career and interest. Around two thirds of the students said the scenario was enjoyable and

Overall, students were very enthusiastic with the practical activity presented in

In another scenario, Blackout, created by the University of Eastern Finland team, students are given cards with names of electrical devices. Later they ponder what could happen in a situation where there is no electricity. At the end of the scenario, students are familiarized with one career in the field of electricity production and distribution and design a job advertisement for that career (Figure 2). The electricity context is local or global, social, and environmental. Students are instructed to work in groups and a role-playing game has been created to support learning. Students

11

**Figure 2.** Two slides of the Blackout scenario. The slides show two of the tasks assigned to

The students were interested in the concepts and problems around the electricity production and distribution. The students liked the visit outside of school and learning together. In contrast, they perceived that the writing and reporting were not that interesting. However, most of the students appreciated the newly acquired

students. Source: www.multico-project.eu. Used with permission.

knowledge about multiple careers.

Overall, students were very enthusiastic with the practical activity presented in the scenario. However, half the students reported that it did not make them want to learn more about the topic, mainly due to their lack of interest in the topic. The students who expressed a wish to learn more about it, mentioned their future career and interest. Around two thirds of the students said the scenario was enjoyable and liked its format. the scenario. However, half the students reported that it did not make them want to learn more about the topic, mainly due to their lack of interest in the topic. The students who expressed a wish to learn more about it, mentioned their future career and interest. Around two thirds of the students said the scenario was enjoyable and liked its format. In another scenario, Blackout, created by the University of Eastern Finland team,

**Figure 1.** Chemical Design Engineer scenario. Introduction of the professional and task for

Overall, students were very enthusiastic with the practical activity presented in

the students. Source: www.multico-project.eu. Used with permission.

In another scenario, Blackout, created by the University of Eastern Finland team, students are given cards with names of electrical devices. Later they ponder what could happen in a situation where there is no electricity. At the end of the scenario, students are familiarized with one career in the field of electricity production and distribution and design a job advertisement for that career (Figure 2). The electricity context is local or global, social, and environmental. Students are instructed to work in groups and a role-playing game has been created to support learning. Students practice collaboration and evidence-based reasoning. students are given cards with names of electrical devices. Later they ponder what could happen in a situation where there is no electricity. At the end of the scenario, students are familiarized with one career in the field of electricity production and distribution and design a job advertisement for that career (Figure 2). The electricity context is local or global, social, and environmental. Students are instructed to work in groups and a role-playing game has been created to support learning. Students practice collaboration and evidence-based reasoning.


**Figure 2.** Two slides of the Blackout scenario. The slides show two of the tasks assigned to students. Source: www.multico-project.eu. Used with permission. **Figure 2.** Two slides of the Blackout scenario. The slides show two of the tasks assigned to students. Source: www.multico-project.eu. Used with permission.

The students were interested in the concepts and problems around the electricity production and distribution. The students liked the visit outside of school and learning together. In contrast, they perceived that the writing and reporting were not that interesting. However, most of the students appreciated the newly acquired The students were interested in the concepts and problems around the electricity production and distribution. The students liked the visit outside of school and learning together. In contrast, they perceived that the writing and reporting were not that interesting. However, most of the students appreciated the newly acquired knowledge about multiple careers.

11 knowledge about multiple careers. The scenario Endangered Species created by the University of Tartu team includes, for example, the slides about activity IV and V (Figure 3). Students become familiar with endangered species and also with customs and environmental service careers. The scenario considers a global issue (International Trade) with social, economic, and environmental aspects. It offers possibilities for discussion about ethics, social responsibility, and climate change. The pedagogy includes role play and group work, thus promoting collaboration, communication, and evidence-based

reasoning. This module was interesting and enjoyable for students and student feedback was very positive. based reasoning. This module was interesting and enjoyable for students and student feedback was very positive.

The scenario Endangered Species created by the University of Tartu team

includes, for example, the slides about activity IV and V (Figure 3). Students become familiar with endangered species and also with customs and environmental service careers. The scenario considers a global issue (International Trade) with social, economic, and environmental aspects. It offers possibilities for discussion about ethics, social responsibility, and climate change. The pedagogy includes role play and group work, thus promoting collaboration, communication, and evidence-

**Figure 3.** Two slides from the Endangered Species scenario. Source: www.multicoproject.eu. Used with permission. **Figure 3.** Two slides from the Endangered Species scenario. Source: www.multicoproject.eu. Used with permission.

The scenario Road Salt created by the University of Bonn team presents students with mail communication that the Mayor has received (Figure 4). Based on these messages, students need to test an alternative product for road salt and, in the process, develop familiarity with careers related to the production of an alternative product. The issue is local, social, and environmental. It is related to climate change. The scenario Road Salt created by the University of Bonn team presents students with mail communication that the Mayor has received (Figure 4). Based on these messages, students need to test an alternative product for road salt and, in the process, develop familiarity with careers related to the production of an alternative product. The issue is local, social, and environmental. It is related to climate change. Students make investigations in groups as experts and practise creativity and collaboration, and particularly scientific reasoning when communicating their results.

results.

Students make investigations in groups as experts and practise creativity and collaboration, and particularly scientific reasoning when communicating their

**Figure 4.** The scenario Road Salt introduced problems caused by road salt and invited students to test an alternative, make a decision about its suitability and present their results to the Mayor. Source: www.multico-project.eu. Used with permission. **Figure 4.** The scenario Road Salt introduced problems caused by road salt and invited students to test an alternative, make a decision about its suitability and present their results to the Mayor. Source: www.multico-project.eu. Used with permission.

The students perceived the topic as important for society. According to their reports, the scenario enabled them to understand the skills that are necessary in this profession. The scenario was easy to understand and it was fun to engage with. The The students perceived the topic as important for society. According to their reports, the scenario enabled them to understand the skills that are necessary in this profession. The scenario was easy to understand and it was fun to engage with. The students liked the format of the scenario.

students liked the format of the scenario. The Zero Plastics scenario created by the University of Cyprus team considers the issue of waste generation and management. The cartoon guides students to the problem area and through the engineer's presentation the scenario introduces the task for the students (Figure 5). The issue is global, social, economic, as well as environmental. Cartoons created by the students are used to elaborate and represent The Zero Plastics scenario created by the University of Cyprus team considers the issue of waste generation and management. The cartoon guides students to the problem area and through the engineer's presentation the scenario introduces the task for the students (Figure 5). The issue is global, social, economic, as well as environmental. Cartoons created by the students are used to elaborate and represent the issue. Afterwards, students undertake investigations in collaborative groups.

#### the issue. Afterwards, students undertake investigations in collaborative groups. **5. Discussion**

The EU Horizon 2020 MultiCO project focused on creating career-based scenarios as teaching-learning tools for making science education more relevant to students. In this chapter, we have introduced these scenarios in the light of sustainability. Through scenarios it was aimed to develop attractive science education and raise the students' interest in science as well as their awareness of science-related careers. Through these approaches, it is possible to influence the number of future scientists that would be in a position to engage in solving major challenges such as those related to energy, water, waste, climate change, food, health, and transport issues. All the created scenarios are related to these fields of science. Many of the scenarios are explicitly related to one or more topics associated with these domains. All of them can be connected to a sustainability issue even in those cases where that it is not

**Figure 4.** The scenario Road Salt introduced problems caused by road salt and invited students to test an alternative, make a decision about its suitability and present their results

The students perceived the topic as important for society. According to their reports, the scenario enabled them to understand the skills that are necessary in this profession. The scenario was easy to understand and it was fun to engage with. The

The Zero Plastics scenario created by the University of Cyprus team considers the issue of waste generation and management. The cartoon guides students to the problem area and through the engineer's presentation the scenario introduces the task for the students (Figure 5). The issue is global, social, economic, as well as environmental. Cartoons created by the students are used to elaborate and represent the issue. Afterwards, students undertake investigations in collaborative groups.

to the Mayor. Source: www.multico-project.eu. Used with permission.

students liked the format of the scenario.

**Figure 5.** Slides from the Zero Plastics scenario. One innovative feature in this scenario are the cartoons created by the students. Source: www.multico-project.eu. Used with permission. **Figure 5.** Slides from the Zero Plastics scenario. One innovative feature in this scenario are the cartoons created by the students. Source: www.multico-project.eu. Used with permission.

sustainability. Through scenarios it was aimed to develop attractive science education and raise the students' interest in science as well as their awareness of science-related careers. Through these approaches, it is possible to influence the number of future scientists that would be in a position to engage in solving major challenges such as those related to energy, water, waste, climate change, food, health, and transport issues. All the created scenarios are related to these fields of science. Many of the scenarios are explicitly related to one or more topics associated with these domains. All of them can be connected to a sustainability issue even in those cases where that it is not clearly stated in the scenario. The project also aimed to strengthen the capacity of scientifically literate citizens to undertake initiative as decision-makers and social actors and thus in many of the scenarios decision-

making and social participation is practiced through the supported activities.

The project's career-based scenarios have always taken an approach that promotes 'education through the context of science' (European Commission 2007, 2015), they may result in improvements in attitudes towards science (cf. Bennett et al. 2007; Minner et al. 2010; Potvin and Hasni 2014) and they have been designed for nurturing a higher interest in science-related careers (cf. Reid and Skryabina 2002). Students' interest was measured after implementing five scenarios in school classrooms and it seems that the career-based scenarios as a pedagogical approach offer appropriate interventions for raising interest in science (see D5.1 and D5.2 reports, www.multico-project.eu). During the 2.5 years of the MultiCO project duration, student interest in science, after studying with five scenarios, increased significantly (D5.1). Investigating the different aspects of interest, a significant

The EU Horizon 2020 MultiCO project focused on creating career-based

**4. Discussion** 

clearly stated in the scenario. The project also aimed to strengthen the capacity of scientifically literate citizens to undertake initiative as decision-makers and social actors and thus in many of the scenarios decision-making and social participation is practiced through the supported activities. The project's career-based scenarios have always taken an approach that promotes 'education through the context of science' (European Commission 2007, 2015), they may result in improvements in attitudes towards science (cf. Bennett et al. 2007; Minner et al. 2010; Potvin and Hasni 2014) and they have been designed for nurturing a higher interest in science-related careers (cf. Reid and Skryabina 2002). Students' interest was measured after implementing five scenarios in school classrooms and it seems that the career-based scenarios as a pedagogical approach offer appropriate interventions for raising interest in science (see D5.1 and D5.2 reports, www.multico-project.eu). During the 2.5 years of the MultiCO project duration, student interest in science, after studying with five scenarios, increased significantly (D5.1). Investigating the different aspects of interest, a significant increase could be revealed for all subcomponents. However, the changes in the emotional aspect, the value aspect and knowledge aspect regarding health topics were characterized by small effect sizes, whereas the knowledge aspect regarding technology and sustainability topics showed a negligible effect size. Scenarios had strong connections with sustainability aspects, but this did not increase students' interest in sustainability topics.

Students' perceptions of scenarios were investigated with case studies involving detailed lesson observations, collection of teaching-learning artefacts as well as teacher and student interviews. Through these studies we found that, for example, after the 'Water purification' scenario, students perceived that they acquired knowledge about science, science-related careers and working life skills and they reported that they enjoyed studying chemistry and were fully engaged in learning during the intervention (Salonen et al. 2018). The students appreciated the need for professionals and their responsibilities as well as the importance of water-related issues as global and local problems, but the issue was not personally important or valuable for students. Using Life Cycle Analysis (LCA, 'Life cycle Scenario') as a context, brings individual, societal, and vocational relevance to science education (Tolppanen et al. 2019). The study shows that LCA offers the opportunity for students to see science in a real-life context and promotes discussion on ethical and moral issues, which are needed much more in science education that is standard in conventional educational practices. Students understand the importance of LCA to their life and especially to society.

Career-based scenarios significantly raised students' awareness of career options, and introduced professionals actively working in science related fields (cf. Maltese and Tai 2011). The MultiCO scenarios consider scientific and technological developments within society, and, through scenarios, students are familiarized with research organisations and industry, as well as respective scientific careers.

MultiCO scenarios also connect educational aims to the several EU strategic priorities such as water, raw materials, energy, health, and the greenhouse effect. They contribute to promoting sustainability education even though interest in science did not increase in regard to sustainability. The scenarios aim to raise general interest and particularly enhance scientific reasoning, creative problem-solving and decision-making, local and global citizenship, socially responsible action by individuals, communication skills in a variety of forms, providing skilled young people for the next education level and later workforce for business and industry (Aikenhead 2000; Rannikmäe 2002; Holbrook and Rannikmäe 2007; Lozano et al. 2017; Bacon et al. 2011; Tilbury 2011; Laurie et al. 2016; UNESCO 2005). All the MultiCO scenarios promote collaborative group work, most of them can be used to teach evidence-based reasoning and communication and many scenarios provide opportunities for practising creativity (in designing and carrying out the inquiries) (cf. Lozano et al. 2017; Bacon et al. 2011; Tilbury 2011; Laurie et al. 2016; UNESCO 2005). These competences are taken into consideration in the evaluation of scenarios and also in the student assessment. However, the skills development is not limited to these competences. Many other skills are promoted at the same time: critical thinking, community participation, responsibility, to mention a few. Similar skills are also pointed out in sustainability education. Working life skills are promoted in all the scenarios in multifaceted ways.

In relation to ESD, MultiCO scenarios are designed to incorporate both affective and cognitive aspects of learning (cf. Laurie et al. 2016) using contexts relevant to students. The scenarios include decision-making through social learning (Wals 2011) and empower students to take action on issues related to sustainability (Mogensen and Schnack 2010). Local or global perspectives are included in the scenarios (Laurie et al. 2016). Critical thinking and analysis are also highlighted in unison (Lozano et al. 2017; Bacon et al. 2011; Tilbury 2011; Laurie et al. 2016; UNESCO 2005).

The career-based scenario approach promotes quality education, as teaching includes a sustainability content, delivered mainly in terms of local, social, and environmental contexts (Laurie et al. 2016). When the scenario is related to health issues, it also promotes healthy lives and well-being, some promote sustainable

consumption and production patterns and some support taking actions to combat climate change and its impacts. Career awareness has been raised which may change conceptions of scientific careers (Masnick et al. 2010) and lead to study choices and choosing scientific careers (Maltese and Tai 2011). Career-based scenarios are planned to be part of science curricula as Holmegaard et al. (2014) have suggested.

As MultiCO scenarios include a combination of role models, science and technology careers in interventions, authentic tasks, contact with scientists and working collaboratively, it is reasonable that they affect positively interest, motivation, and attitudes (Potvin and Hasni 2014). The MultiCO interventions have had in some cases an effect on teachers and school culture (Salonen et al. 2018). Students mostly enjoyed studying science through scenarios which leads to enhanced interest and to intentions for future participation in science.

The MultiCO project is implemented in the Western countries; thus, the discussion about quality education may be limited to these educational contexts. However, the scenarios have also been presented to a group of Namibian teacher students and teachers, who were asked to create career-based scenarios for their purposes in Namibian science education. In discussions afterwards, the teacher students and teachers perceived the career-based scenario approach to be relevant also in the Namibian context. We may assume that the approach is also suitable and has the potential to promote quality education in developing country contexts.

#### **6. Conclusions**

The aim of this chapter was to introduce MultiCO career-based scenarios from the perspective of addressing sustainability. The MultiCO project's career-based scenarios focus on sustainability issues related to energy, water, waste, climate change, food, health and transport, on career awareness, on skills associated with a multitude of scientific careers and particularly on promoting collaboration, creativity and evidence-based reasoning. The aims of the MultiCO project realized through the career-based scenarios are in line with the aims of ESD and quality education. Thus, MultiCO scenarios can be used as a part of ESD in efforts to promote sustainability.

The project focused on promoting career awareness and on raising interest in science using different contexts for scenarios. Sustainability issues were included in most of the scenarios and the rest could all be used in connection with topics relating to sustainability. Scenario-based teaching increased students' interest in science in regard to sustainability issues and particularly in regard to health issues. Students enjoyed studying with scenarios and their career awareness was significantly

enriched. The relevance of scenarios was seen by students and teachers to be more societal than individual.

Science and career aspirations were examined post-hoc, after implementations of five scenarios. The majority of participating students will continue their studies in a high school rather than vocational or other types of school. Considering students' subject choices, biology was the most popular in the case of Finland and Germany. Nevertheless, in the case of Estonia and Cyprus students' most popular subject choice was advanced mathematics. Physics was the second most popular choice in Finland, Cyprus and Estonia, whereas in Germany it was chemistry. Geography was the least popular subject choice in all these countries except Germany. Overall, it should be mentioned that students at the end of the 9th grade still seem to be unsure about their future, at least concerning concrete career aspirations. However, they seem to be very sure about the wider professional fields they perceive as attractive for their future. These aspirations seem to be mostly guided by students' interest but also by rather 'functional' aspects, such as good salary, higher employment prospects and good job security. Therefore, we can conclude that the MultiCO project targets in the right direction by fostering students interest development and career awareness.

The scenarios are published and are openly accessible on the project website. Scenarios are created to fit the needs of particular curricula and local expectations. Some of the scenarios were adapted and enacted in other partner countries and, as a result, they exist in two versions with interesting differences that relate to educational context.

**Author Contributions:** All the authors have contributed to the planning of the project activities and implementation of the MultiCO project and its scenarios. Original draft preparation, T.K. and K.V.; Writing—Review & Editing, C.C., M.R., A.S. and S.S.; Project Administration, K.V.; Funding Acquisition, T.K.

**Funding:** This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 665100.

**Acknowledgments:** The authors wish to thank national MultiCO team members for their collaboration in every stage of the project and particularly those contributing significantly in the creation of scenarios: John Connelly (UK), Irene Drymiotou (Cyprus), Anssi Salonen (Finland), Regina Soobard (Estonia) and Lara Weiser (Germany).

**Conflicts of Interest:** The authors declare no conflict of interest. The funding sponsors had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.

#### **References**


© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).

### **About the Authors**

#### **Annette Scheersoi**

Annette Scheersoi studied to become a Biology and French secondary school teacher in Bonn (D), Aachen (D) and Paris (F). Her experience involves teaching at different types of schools, including bilingual classes. Since 2005, she has been a biology teacher, trainer and researcher, first at Frankfurt University, then at the University of Cologne, and since 2013, as a Professor of Biology Education at the University of Bonn. Her research on biology learning focuses on interest development in out-of-school learning environments, such as natural history museums, botanical gardens and zoos, and involves school groups as well as families and leisure visitors (formal and informal biology learning). Currently, she is coordinating an international science education project that focuses on students' and citizens' active engagement, with socio-scientific issues related to environmental, health and sustainability themes. At the University of Bonn, she has just been elected Vice-Rector for Sustainability.

#### **Costas P. Constantinou**

C. P. Constantinou is a Professor in Science Education and Director of the Learning in Science Group at the University of Cyprus. He has published extensively on inquiry-oriented curriculum design, research–validation of teaching–learning innovations, assessment for learning and the development of transversal competencies such as modeling, investigation, argumentation and creativity. He has a PhD in Physics from the University of Cambridge and has worked at Washington State University and the University of Washington. He has been active in international educational research over a period of more than 25 years, with research interests that focus on the learning and teaching of science as a process of inquiry and the use of educational technologies for promoting critical evidence-based thinking and argumentation. The Learning in Science Group uses the results of this research in the development of online learning environments and research-validated teaching-learning sequences to promote conceptual understanding, evidence-informed reasoning and scientific thinking. Dr. Constantinou has co-ordinated a number of projects funded by the European Commission and the Cyprus Research Promotion Foundation. He has participated in the High Level Expert Groups that authored the reports Science Education for Responsible Citizenship in 2015 and Europe needs more Scientists! in 2004. He has served as President of the European Science Education Research Association (www.esera.org) and as Chairperson of the Executive Committee of the European Association for Research on Learning and Instruction (www.earli.org).

#### **Eija Yli-Panula**

Eija Yli-Panula, Adj., Prof., Ph.D., works as a University Research Fellow at the Department of Teacher Education at the University of Turku. Yli-Panula's PhD was in Aerobiology and she has published international articles both in Aerobiology and in Science and Sustainability Education. She has been educating student teachers as a University Lecturer and Research Fellow in Biology and Geography Pedagogy for more than 30 years. Her main current research interests are in the field of Subject Pedagogy and Sustainability Education, e.g., the landscape studies of future views of students and student teachers, and the biodiversity and sustainable development education and student teachers' competencies in sustainability. She is a member of several research groups, e.g., of the Nordic and Baltic countries and belongs to various Sustainable Development Education Steering groups and to sustainability networks.

#### **Gulseda Eyceyurt**

Gulseda Eyceyurt Turk, Ph.D. (b. 1984), is Assistant Professor at Sivas Cumhuriyet University, Faculty of Education, Department of Chemistry Education (Turkey, 2017). She previously worked as an assistant at Sivas Cumhuriyet University (from 2010). She has completed bachelor's (2008) and MS (2010) degrees, and a PhD (2017) in Chemistry Education at Gazi University (Ankara—Turkey). She conducts studies in chemistry education; in the fields of argumentation, mental image and education of special gifted students. She has co-ordinated articles, papers and books in these areas and she is the Editor-in-Chief of the *Cumhuriyet International Journal of Education* (CIJE). She is married and has two daughters. She can be contacted at: gulsedaeyceyurt@gmail.com.

#### **Güliz Karaarslan Semiz**

Güliz Karaarslan Semiz (Ph.D.) has been an assistant professor at the Department of Mathematics and Science Education at Ağrı İbrahim Çeçen University in Turkey for four years. She completed her PhD at Middle East Technical University in Ankara. Her PhD is on developing systems thinking skills of preservice science teachers through outdoor-based sustainability education. Her study was awarded as the best PhD thesis of the year at Middle East Technical University in 2016. Her research interests are related to education for sustainability, science teacher education, systems thinking, outdoor learning and recently, climate crisis and digital storytelling. She has articles, book chapters and conference papers related to these areas. She has attended many workshops and conferences, both in Turkey and abroad. She has over 10 years' experience in science education.

#### **Hamdi Karakaş**

Hamdi Karakaş, Ph.D. (b. 1983), is an Assistant Professor Doctor at the Sivas Cumhuriyet University (Turkey). He completed his bachelor's degree in Division of Classroom Education at Atatürk University (Turkey) in 2005, completed his master's degree in the Department of Educational Science at the Sivas Cumhuriyet University (Turkey) in 2014, and his PhD in the Department of Primary Education at Gazi University (Turkey) in 2018. He worked as a teacher (2005–2013) at the Ministry of National Education for seven years. Then, he started working as a lecturer at Sivas Cumhuriyet University in 2013. He is still working as an assistant professor at the same university. The author's research areas are primary school education, science-environment education, socio-scientific issues and teacher training. He has publications in many international and national journals and book chapters related to these research areas.

#### **Helen Kopnina**

Dr. Helen Kopnina (Ph.D. Cambridge University, 2002) is currently employed at The Hague University of Applied Science (HHS) in the Netherlands, coordinating a Sustainable Business program and conducting research within three main areas: sustainability, environmental education and biological conservation. Helen is the author of over two hundred articles and (co)author and (co)editor of seventeen books. Google Scholar: https://scholar.google.nl/citations?user=pE0rWdgAAAAJ&hl=nl

#### **Jorma Joutsenlahti**

Jorma Joutsenlahti (Ph.D., Adjunct Professor) is a Senior Lecturer in mathematics education at Tampere University in Finland. He has been a teacher and educator for over twenty years. His research interests are mathematical thinking, languaging of mathematical thinking, learning materials in mathematics education and mathematics teacher education. He has been an editor in mathematics education journals, conference proceedings books and academic books. Joutsenlahti has published several tens of peer-reviewed articles in his research areas. He acts as an editorial board member and a reviewer for several international journals.

#### **Katri Varis**

Katri Varis holds master's degrees in European Law (University of Eastern Finland) and in European Competition and Intellectual Property Law (University of Liège). She was a Project Manager of the MultiCO-project; her main responsibilities were administrative, but she also contributed to research on youth participation. Currently, she is pursuing doctoral studies in International Law at the Law School of University of Eastern Finland, with a focus on climate governance and participation. She also contributes to research in a H2020-project on EU energy, climate policies and climate governance.

#### **Kristijan Krkač**

Kristijan Krkač, Ph.D. (b. 1970), is a Professor at the Zagreb School of Economics and Management (ZSEM 2003–). Prior to joining the ZSEM, he was an Associate Professor at Faculty of Philosophy and Religious Sciences of the University of Zagreb (1996–2017). He was guest professor at Science Po Lille (France) and RISEBA University (Latvia). His research interests are mainly in business ethics, CSR and sustainability and in the philosophy of Ludwig Wittgenstein. In these areas, he has published 12 books, edited and co-edited 8 textbooks, conference proceedings, and as a guest editor co-edited an issue of *Social Responsibility Journal*. He is the author and co-author of more than 120 original scientific, professional and review articles, book chapters, and encyclopedia entries. He has published with De Gruyter, Springer, Ashgate, Emerald, and Austrian Ludwig Wittgenstein Society. He is an associate editor at *Social Responsibility Journal* and has served as an editorial board member and a reviewer for several international journals and conferences. His notable ideas include the pragmatic/morphological analysis of later philosophy of L. Wittgenstein, the criterion of lying by default, and the remodeled concept of corporate social irresponsibility.

#### **Maria Hofman-Bergholm**

Maria Hofman-Bergholm, Ph.L., (b. 1978) is currently working as a research and development expert at Centria University of Applied Sciences, mainly in a research project called Nordic Nature Health Hub. She has completed a Licentiate of Philosophy (Education) in 2014 and is still affiliated with Åbo Akademi University as a PhD student. Her research focus has been on teacher education and sustainability. During her doctoral studies, she has co-authored two articles and published three articles on her own, all with a focus on sustainability and education. She has also contributed to writing book chapters, and was most recently asked to contribute to a Springer book series called "Integrated Science". When she became employed at Centria University of Applied Sciences (2019-), she got involved with the training of entrepreneurs, which has extended her field of research to include areas beyond basic education and teacher training. This has broadened her research perspective and the understanding that for a sustainable future we need to change more than basic education. We need to involve the whole society and integrate different perspectives from different research areas.

#### **Martina Matišić**

Martina Matišić, MA (b. 1985), is a professor of Philosophy, Logic and Ethics at the Business High School Varaždin (2012- ) and the High School in Maruševec (2011- ), Croatia. During her work experience, she worked at several secondary schools (for a certain period of time, she lectured on a psychology course) and has professionally advanced at various conferences, education programs and seminars. The latest is related to the curriculum reform and experimental program School for life, through various workshops by Croatian Ministry of Science and Education, etc. She has experience in various forms of immediate educational work and various projects, and has participated in many scientific conferences, competitions, public and cultural activities of the schools. In 2018, she started postgraduate doctoral study in philosophy. Her research interests are mainly related to the issues surrounding the field of philosophy teaching, i.e., the popularization of philosophy in high schools, which includes various methods of teaching and contents of teaching and correlations of philosophy with other courses. As guest lecturer, she held several lectures on Business Ethics and Corporate Social Responsibility at the Zagreb School of Economics and Management, Croatia. She is an author of book reviews and articles in fields of philosophy. She can be contacted at: martina. matisic@gmail.com

#### **Miia Rannikmäe**

Miia Rannikmäe is a Professor and the Head of the Centre for Science Education, University of Tartu, Estonia. She has considerable experience in science education within Estonia, Europe and worldwide (Fulbright fellow—University of Iowa, USA). She is an honorary doctor at the Eastern University of Finland. She has a strong school teaching background, considerable experience in pre- and in-service teacher education, and has strong links to science teacher associations worldwide. She is the member of an EC high level group publishing a report on 'Europe needs more Scientists'. She has been running a number of EC-funded projects and Estonian research grants. Her PhD students are involved in areas such as scientific literacy, relevance, creativity/reasoning, inquiry teaching/learning and the nature of science.

#### **Päivi Perkkilä**

Päivi Perkkilä, (Ph.D., Adjunct Professor in mathematics education) is a Senior Lecturer in education (and in mathematics education) at the University of Jyväskylä in Finland. She is an experienced teacher and educator. Her research interests are mathematical thinking, languaging of mathematical thinking, learning materials in mathematics education, identity and view of mathematics in elementary teacher education. She has been a guest editor in mathematics education journals. Perkkilä has published several tens of peer-reviewed articles in her research areas. She acts as an editorial board member and a reviewer for several international journals.

#### **Pekka Tolonen**

Pekka Tolonen, Ph.D., works as a Lecturer at the Department of Teacher Education at the University of Turku and mainly teaches didactics of History and Religion. He graduated in General History and has a PhD in Study of Religion. He has experience in research at Institutum Romanum Finlandiae (Rome), Kalevala Institute (Turku), Department of Comparative Religion, and Department of Teacher Education, University of Turku. Since 2005, he has been part of the editorial team of *Temenos – Nordic Journal of Comparative Religion*.

#### **Philip Verwimp**

Philip Verwimp is Professor of Development Economics at the Université libre de Bruxelles. He previously studied economics and sociology at the univerisities of Antwerp, Leuven, and Göttigen. He was a pre-and post-doctoral fellow at Yale University. He obtained his PhD in 2003 at KU Leuven with a dissertation on development and genocide in Rwanda. In 2005, he co-founded and still co-directs the households in conflict network (www.hicn.org), which groups together scholars working on the micro-economics of conflict. He works extensively on conflict, forced displacement, fragile states, poverty, health and education in developing countries. Prof.Verwimp's academic work is published in leading journals such as the *Journal of Conflict Resolution*, the *Journal of Peace Research*, the *American Economic Review*, the *Journal of Development Economics*, etc. He consults governments and international organisations on these topics.

#### **Sofia Vesterkvist**

Sofia Vesterkvist, Master of Philosophy, has studied biology, chemistry, mathematics and subject pedagogy at the University of Turku and biotechonology at the University of Tampere. She worked as a research assistant in the project "teachers' competencies in sustainability education".

#### **Shirley Simon**

Shirley Simon is Emeritus Professor of Science Education at University College London Institute of Education. In 1974, she began her career as a chemistry teacher, then received an award to complete a master's in Chemical Education at the University of Reading. She subsequently taught chemistry in London schools and gained an award to study for a doctorate in Science Education at King's College London. In 1989, she completed her doctorate, which focused on assessment innovation. She has taught research methods on masters programmes and supervised many doctoral students. Her funded research has focused on scientific enquiry, argumentation, teacher learning, students' attitudes towards science and students' career choice. She has Honorary Doctorates from Umea University, Sweden, and the University of Eastern Finland, Joensuu. In Sweden, she consulted on research and writing, and supervised doctoral students working in socio-scientific issues and epistemic cognition. In Finland, she worked with researchers on the EU-funded MultiCO project. Her recent publications include a co-edited book commissioned by the Royal Society of Chemistry on engaging learners with chemistry.

#### **Tuula Keinonen**

Tuula Keinonen (Ph.D.) is a professor in education (especially research in general education). She has research and teaching experience, both in physics and education, and has doctoral degrees in both fields. Her present research focuses on science and environmental education, and particularly on the effects of Societal Science Issues approaches in science education. She is working with her research group to discover learning environments and pedagogical methods which promote students' interests in science and science studies, as well as awareness and choices of scientific careers. Tuula Keinonen participated in the EU 7th framework project PROFILES in the field of science education and coordinated an EU-NPP project NEED (Northern Environmental Education Development) in environmental education and Horizon2020 project MultiCO (Promoting Youth Scientific Career Awareness and its Attractiveness through Multi-stakeholder Co-operation). She is currently supervising several doctoral students in her research fields and has published more than 80 scientific articles and teaching material for secondary school chemistry teaching. Currently she is the Head of the School of Applied Educational Sciences and Teacher Education at the University of Eastern Finland.

#### **Yasmine Bekkouche**

Yasmine Bekkouche, Ph.D. (b. 1990), is a Postdoctoral Research Fellow at the Mind and Behaviour Research Group within the Centre for the Study of African Economies, University of Oxford. Prior to this, she was a postdoctoral researcher at ECARES, ULB, in Brussels. She holds a PhD in Economics from Paris School of Economics (PSE), an MA in Public Policies and Development Economics from PSE, and an MA in Data Science from ENSAE Paris-Tech. Yasmine's primary research fields are development economics and political economy. In current projects, she works on levers to increase learning achievement in primary and pre-school in Sub-Saharan Africa and South-East Asia. She is also involved in several evaluation projects on adolescents' choices and on gender norms. She also investigates the role of money in politics—both in developed and developing countries—by studying the causal impact of campaign spending on election outcomes in multiparty democracies.

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