The author compares two frameworks, one proposed by Sauvé (2005) for environmental education (EE) and the other prepared by Pedretti and Nazir (2011) for Science, Technology, Society and Environment (STSE) education. With the aim of investigating the utility of the two frameworks as tools for analysis of science teaching practice, the author applies the two frameworks to a series of lessons designed and delivered by two secondary science teachers. The results indicate that the STSE framework might be useful, but only if a seventh current is added to the six currents already existing in the framework.