Abstract

A person constructs an interface with the natural environment and this environment accounts for many of their life experiences as they engage in community discourses. Their life experiences contribute to the growth of such the interface between the person and the environment and in turn justify their beliefs constructed between community and the person. This influences on the person attitudes towards the environment. In a context in which a development of sciences and technology facilitates environmental policies, a person interface with the environment is challenged by their ecological affinity, which includes student valuing science and technology, accepting the limits of growth, and recognizing people dominating Nature. Science teaching may act as a catalyst for a person interface with the environment that, in turn, shapes the person attitudes towards the environment. This paper aims at revealing to what extent science actions can facilitate student learning on and understanding of environmental values, as well as practicing the values to improve their attitudes towards the environment. Data for this study was collected from secondary school science students in Indonesia and related directly to environmental topics in the Indonesian secondary science curriculum. This survey research of 577 students in Indonesia found that science actions can obviously improve student positive attitudes towards the environment.