Reflection of Concept Modelling on Student Teachers’ Learning Experiences From a Primary Education Perspective

Abstract

It is important to be able to make better informed decisions about issues such as sustainability and climate change that have both personal and global impact as early as possible in life. Primary teachers have a significant role in supporting students’ learning and understanding of these concepts. One important teaching skill that needs to be improved for understand sustainable development is the creation of meaningful generalizations, including models. Therefore, the learning experiences of pre-service primary teachers (N = 28) in regard to modelling was our focus. The results of our case study indicated concrete and visual modes as most common in student teachers’ experiences and understandings of modelling. The symbolic mode is less in evidence and an understanding of gestural and verbal models is rather unambiguous. Thus, we see a need and the potential to improve teaching and learning experiences in teacher education about the modelling of complex concepts.

Teachers’ Connectedness to Nature, Education for Sustainable Development and the Contemporary Teaching of the Subject “Nature and Society” in Croatian Schools

“…The teaching practice of the subject ìNature and Societyî offers numerous opportunities, especially in the stronger connection of children with the environment and the creation of positive emotions and experiences that form the basis for future environmentally friendly behavior, but also in the development of scientific competencies (And ñ i", 2022). Numerous studies emphasize the importance of teachersí personality traits in the context of teaching pro-environmental attitudes and promoting such behaviors (And ñ i" et al, 2019), as a factor of secondary socialization in the classroom, ensuring the transmission of knowledge, culture, values, and traditions (PaviËi" VukiËevi", 2013; Timotuk & Lumi, 2022). Atmaca (2017) and SalÓte et al ( 2021) emphasize the importance of contextual factors in teacher education (ESD) that can contribute to teachersí competencies for ESD (personality; emotions, knowledge etc.).…”