An Understanding of Sustainability and Education for Sustainable Development among German Student Teachers and Trainee Teachers of Chemistry

Autor/inn/en	Burmeister, Mareike; Eilks, Ingo
Titel	An Understanding of Sustainability and Education for Sustainable Development among German Student Teachers and Trainee Teachers of Chemistry
Quelle	In: Science Education International, 24 (2013) 2, S.167-194 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Sustainable Development; Sustainability; Chemistry; Science Instruction; Teacher Attitudes; Positive Attitudes; Political Influences; Foreign Countries; Role of Education; Pedagogical Content Knowledge; Teaching Methods; Student Teacher Attitudes; Student Teachers; Likert Scales; Surveys; Germany + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Nachhaltigkeit; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Political influence; Politischer Einfluss; Ausland; Bildungsauftrag; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Likert-Skala; Survey; Umfrage; Befragung; Deutschland
Abstract	Sustainable development is a central concern of today's politics across the world. Different political agendas have been developed to promote sustainability and make it a political goal worldwide. As stated in Agenda 21, the political debate seems to agree that education has to play a key role in achieving sustainability. But practices focusing on Education for Sustainable Development (ESD) are rarely implemented in many educational domains, including chemistry teaching. A more thorough focus on ESD in chemistry teaching demands, among other things, a positive teacher attitude towards ESD, specific subject matter knowledge, and knowledge of suitable pedagogies. Such knowledge concerning ESD in these three areas is generally rare in the literature, particularly in the German context. This is why the current paper elaborates German student teachers' and trainee teachers understanding of sustainability and ESD, including their viewpoints on chemistry education. In this study, 87 student teachers and 97 trainee teachers answered a set of closed, Likert-type and open survey-questions that were analyzed both, qualitatively and quantitatively. The results of the study indicate that these groups show principally positive attitudes towards ESD in chemistry education. However, their knowledge is only vaguely informed in the theoretical sense. Few participants in this study possessed any clear, theory-supported concepts when it came to either sustainability, or ESD. (Contains 5 tables and 6 figures.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10