Sustainable development is an important subject within the sciences. An aim of science in schools is to prepare students for the future and equip them to handle the environmental crisis humans stand before. The following research question was set to guide this research: How can an interdisciplinary science project use local environmental issues to enhance the students’ citizenship-as-practice? I explore students’ citizenship-as-practice at one high school in Norway. I argue that citizenship and science are linked and that students can become active citizens of their local communities through experiencing citizenship-as-practice.

 In this paper, I draw upon theoretical sources including Lawy and Biesta (2006) and Davis (2004). Citizenship-as-practice revolves around the process wherein young people ‘learn the value(s) through a democratic citizenship’ (Lawy & Biesta, 2006:44 ). Lawy and Biesta further claim that ‘(..)everyone in society including young people are citizens who simply move through citizenship-as-practice, [and] are all citizens ‘from the cradle to the grave’’ (Lawy & Biesta, 2006:43). In other words, with every citizen practicing citizenship the term encompasses society as a whole. To enact this through education they point to the use of: 1) a public dialog and 2) activities in the school area and in the ‘real world’.

 Davis (2004) points out that science- and citizenship education relate to one another. However, this relationship needs further exploration in the field of science education research. Davis (2004) lists advantages as well as possible challenges. He stresses that if a collaboration is to be made between these two, then ‘some sort of approach is necessary that is based on the similarity of purposes and processes of the two areas.’ (ibid; 1759). Davis gives general instructions on how to implement this, and in conclusion emphasizes these three points in order to link science- and citizenship education:
‘Students should be encouraged to:

● explain their views, their understandings and their arguments;

● tolerate, accommodate, include and reflect upon opinions and views that

may be different from their own; and

● participate in the consideration and debate of these ideas in the classroom

and (ideally) use this experience and understanding in their life outside school’ (Davis 2007:1760).

The complete objectives and content of citizenship education differ across Europe, but the core aim of the subject area is usually to ensure that young people become active citizens skilled in contributing to the development and well-being of the society in which they live. Citizenship education normally contain four main aspects: (a) political literacy, (b) critical thinking and analytical skills, (c) attitudes and values and (d) active participation. In science, citizens must evaluate their judgements based on scientific or technological knowledge (Davis, 2004). To contribute to environmental citizenship, today’s challenges must be met in an attempt to prevent future crises (Schild, 2016).

The student project
The student project used an interdisciplinary approach which included general- and earth sciences. An intended industrial development on topsoil was the environmental issue facing the school’s local community. Building the enterprise on topsoil would prevent the area from being used for growing food crops and could furthermore have a negative impact on local wildlife, specifically the northern lapwing (Vanellus vanellus) -categorized as endangered on the Norwegian red list. However, the industry would create jobs in the community and attract people to the town.

Guidelines were established in order to enhance student activity. The student had to: 1) visit and document the proposed building site and 2) visit with and talk to representatives from the municipality which serves as the local authority. The time frame for the project was approximately seven hours a week over the course of three weeks.

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