1 Introduction -- Part I Beyond prediction and control -- 2 Coping with structural uncertainty in complex living systems -- 3 Narrativity in complex systems -- 4 "That is not my problem!" - Utilizing the concept of psychological distance in environmental and health education -- 5 Coping with the common dilemma in complex issues: The climate change example -- 6 The framing of health and sustainable development as individual responsibility contributes to the paradox of responsibility -- Part II Shifting the curriculum towards informed citizenship -- 7 Development of instruments to assess the Environmental Health competence: Focusing on internal coherence -- 8 Planet 2030 and inclusion for sustainable development -- 9 A teacher's perspective on socio-scientific issues -- 10 Implementing environmental and societal issues into science education through life cycle assessment -- Part III Promoting scientific literacy -- 11 The role of science education in decision-making concerning health and environmental issues -- 12 Science education as a barrier against "Fake Health News" -- 13 Communicating new scientific paradigms: A case study on scientists' perceptions about contemporary metaorganism science and implications for Science Environment Health pedagogy -- 14 Teaching virology in school: An Analysis of student knowledge, textbooks, and other published materials, and a summary of essential virology knowledge for teachers

This book provides a fascinating insight into the on-going process of self- reflection in the Science Environment Health (S E H) community. The basic vision of a new S E H pedagogy is to establish a transdisciplinary dialogue between the three educational fields of science education, environmental education, and health education. This approach finds growing interest among science educators. Since 2014, the ESERA special interest group S E H has united both experienced and junior researchers all over Europe in a burgeoning research community. This book presents a selection of results of these vibrant activities. Systems theory has turned out to be a stimulating theoretical framework for S E H. The limits of predictability in complex living systems result in structural uncertainty for decision-making, and they ask for emphasising and rethinking the role of pedagogical concepts like informed citizenship and scientific literacy. They challenge crude scientific determinism in environmental and health education, which all too often ends up with students' eco- and health depression. Instead, S E H conceives coping with uncertainty in terms of an interplay between cognitive and affective factors. The horizon of the future remains always open. Hope must never die in a new S E H pedagogy. Chapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com