Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration

Summers, Mike; Childs, Ann; Corney, Graham

doi:10.1080/13504620500169841

Cited by 162 publications

(155 citation statements)

References 8 publications

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“…According to our data, such an inclusion is important for two reasons: Firstly, in order to be able to show empathy and solidarity with people in resource dilemmas; secondly, to apply ecological knowledge more appropriately by not making up facts whenever an ecological focus has shortfalls in explaining the situation. However, many science teachers are still uncomfortable about the inclusion of socio-scientific issues in their classes (Gayford 2000;Summers et al 2005). The data of the present study, therefore, supports the claim that teacher education needs to address this issue to overcome the teacher's reservations in this respect (Gayford 2000;Summers et al 2005).…”

Section: Educational Implicationssupporting

confidence: 81%

“…However, many science teachers are still uncomfortable about the inclusion of socio-scientific issues in their classes (Gayford 2000;Summers et al 2005). The data of the present study, therefore, supports the claim that teacher education needs to address this issue to overcome the teacher's reservations in this respect (Gayford 2000;Summers et al 2005). To foster empathy in teaching practice, role-play in which pupils are encouraged to take a different perspective could be a useful approach.…”

Section: Educational Implicationssupporting

confidence: 77%

“…However, past research has shown how difficult this may be for both, pupils (Grace and Ratcliffe 2002;Menzel and Bögeholz 2006) and teachers (Gayford 2000;Summers et al 2005). This paper aims at exploring and describing pupils' perception of biodiversity and biodiversity loss with resource dilemmas as an example.…”

mentioning

confidence: 99%

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The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

Menzel

Bögeholz

2008

Res Sci Educ

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The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners' perception of biodiversity and its loss (n=24). Firstly, the pupils' cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed.

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Section: Educational Implicationssupporting

confidence: 81%

Section: Educational Implicationssupporting

confidence: 77%

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The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

Menzel

Bögeholz

2008

Res Sci Educ

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“…Yet the term sustainable development is a contested term (Summers, Childs and Corney 2005;Bonnett 1999) and perceived by some as contradictory (Varga, Koszo, Mayer, and Sleurs 2007). Varga et al (2007) claim that this contradiction is part a result of the ambiguous nature of the priorities of sustainable development.…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

“…Elliott (2005) identifies similar variations in the definitions of sustainable development, such ambiguity according to her provides opportunities and threats since it can be interpreted and used to "support a whole range of interests or causes" (p. 6). While noting the differing interpretations Summers et al (2005) identified in the literature a 'growing consensus that sustainable development must be conceptualised at the very least in terms of three dimensions: environmental, economic and social' (p. 629). The National Strategy on Education for Sustainable Development (2007) in Ireland notes that developing a strategy for ESD includes areas such as; equip people with knowledge of and skills in sustainable development, making them more competent and confident and increasing their opportunities for acting for a healthy and productive life in harmony with nature and with concern for social values, gender equity and cultural diversity.…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Education for sustainable development in technology education in Irish schools: a curriculum analysis

McGarr

2009

Int J Technol Des Educ

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This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology related subjects offered, the study of Technology and Society is only addressed in one in a comprehensive manner. The paper discusses the implications of this limited integration, examines the factors inhibiting greater integration of ESD and outlines opportunities for future development.Keywords Education for sustainable development; Development education; Technology and society; Technology education; Critical thinking; Technology education in Ireland.2 Introduction The need to integrate Education for Sustainable Development (ESD) into all levels of the education system has taken on a new priority in recent years. All governments are challenged with the task of embedding ESD at a national, school-wide and subject level. In Ireland, the national strategy for the development of ESD aims to embed ESD across the curricula of primary and post-primary schools promoted through active learning and cross curricular collaboration. The challenge for all subject areas at post-primary level therefore is to examine ways in which ESD can be embedded into their existing syllabi. Technology education holds enormous potential to embed elements of ESD within its syllabi. The study of Technology and Society has been identified as a key aspect of technology education by the National Council for Curriculum and Assessment (NCCA). Technology and Society enables the student to explore the complex relationship between technology and society and by doing so can introduce the students to topics such as the relationship between technology and the environment, the social shaping of technology, intermediate technology, poverty, peace, human rights, cultural diversity, environmental protection and a range of other topics related to ESD. Amidst the backdrop of considerable curricular changes in Technology education in Irish post-primary schools this paper explores the extent to which technology and society, and subsequently ESD, is integrated and addressed throughout the range of technology related subjects in Irish schools.

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Beliefs and Willingness to Act About Global Warming: Where to Focus Science Pedagogy?

2013

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Science educators have a key role in empowering students to take action to reduce global warming. This involves assisting students to understand its causes as well as taking pedagogical decisions that have optimal probabilities of leading to students being motivated to take actions based on empirically based science beliefs. To this end New South Wales’ (Australia) (n = 500) and English (n = 785) secondary students’ (Grades 7–10) beliefs about the effectiveness of various specific actions in reducing global warming, and their self‐reported willingness to take those actions, were determined and compared, using a specially designed questionnaire. Using novel derived indices, the relationship between beliefs and willingness to act for specific actions was explored. In general, both cohorts were less inclined to act than their beliefs in the effectiveness of the actions might warrant, although the extent of this disparity varied between different actions. However, further analysis identified those actions for which science education may be more effective in encouraging proenvironmental behavior. © 2013 Wiley Periodicals, Inc. Sci Ed 97:191–217, 2013

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Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration

Cited by 162 publications

References 8 publications

The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?

Education for sustainable development in technology education in Irish schools: a curriculum analysis

Beliefs and Willingness to Act About Global Warming: Where to Focus Science Pedagogy?

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