This paper considers how science education can contribute to addressing environmental issues. By drawing upon the recent literature that addresses the new role of science in the society, the paper tries to argue that science education should consider ways in which different modes of knowledge and literacy can be incorporated into the conventional curriculum. Also, research areas within the field of science education, such as the nature of science, citizenship education, socio-scientific issues and the role of languages, are reviewed in order to address more concrete pedagogical issues, by discussing the insights from environmental education research. The paper then concludes by considering some methodological and conceptual suggestions for reorienting teacher education toward new science education approaches.