TY - GEN N2 - 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. DO - 10.1007/978-3-030-75297-2 DO - doi AB - 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. T1 - Science / environment / health :towards a science pedagogy of complex living systems / AU - Zeyer, Albert, AU - Kyburz-Graber, Regula, ET - Second edition. VL - volume 10 CN - Q181 ID - 1441277 KW - Science KW - Sciences SN - 9783030752972 SN - 3030752976 TI - Science / environment / health :towards a science pedagogy of complex living systems / LK - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-75297-2 UR - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-75297-2 ER -