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The environmental situation in the 21st century reflects a complex problem that affects us unequally. Environmental education requires a socio-scientific approach that broadens this perspective in order to promote the understanding of real situations, and leads to an informed and critical positioning of society for Environmental Justice. To do so, we need a scientific literacy from a Scientific, Technological, Social and Environmental (STSE) approach. To this aim, we carried out three classroom involvements in different educational levels structured in three phases: (a) Distribution of little known conceptual information about the problem; (b) reflection about it the promotion of critical thinking, and c) preparation of proposals to solve the problem. In each proposal, content related to pollution issues was presented and related to human and environmental health problems. The analysis of these activities was carried out taking into account the most relevant notes from conversation, drawings and/or class works. All data indicates that their design is adequate to link the knowledge distribution with students’ participation in decision-making: key elements for the development of an education for environmental justice.

Literacy; Social justice; Teachers; Environmental education; Science.

Pérez-Martín, J. M. & Bravo-Torija, B. (2018). Experiencias para una alfabetización científica que promueva la justicia ambiental en distintos niveles educativos. [Experiences for a scientific literacy that promotes environmental justice at different educational levels]. Revista Internacional de Educación para la Justicia Social, 7(1), 119-140.
https://doi.org/10.15366/riejs2018.7.1.006