What is the position/contribution of biology in environmental education

In this paper I intend to argue that biological science education and environmental education have traditionally represented fundamentally different discourses - that they have explicitly or implicitly adopted different epistemologies and ontologies - and that this difference has had implications for the conduct of research in these fields. I will draw on recent developments in theory, policy and practice in the field of environmental education to argue that this field tends to be located within a social discourse - that there is a foundation in policy and practice for considering environmental issues as fundamentally social and ethical in nature, rather than in some sense objectively existing. I then consider a rising topic in biology education (that of Biotechnology) as one which while tending to be treated within a scientific discourse, would be more fully explored educationally within a social discourse. I conclude by suggesting that in biology education research we need to consider a reconciliation of these historically differing perspectives.