Action Competencies for Sustainability and Its Implications to Environmental Education for Prospective Science Teachers: A Systematic Literature Review

Autor/inn/en	Husamah, H.; Suwono, Hadi; Nur, Hadi; Dharmawan, Agus
Titel	Action Competencies for Sustainability and Its Implications to Environmental Education for Prospective Science Teachers: A Systematic Literature Review
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 8, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Husamah, H.) ORCID (Suwono, Hadi) ORCID (Nur, Hadi) ORCID (Dharmawan, Agus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Sustainable Development; Environmental Education; Science Teachers; Teacher Competencies; Educational Research; World Problems; Authors; Publications; Scientists; Foreign Countries; Preservice Teacher Education; Europe; Asia; North America; Latin America; Australia; Africa + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Bildungsforschung; Pädagogische Forschung; Weltproblem; Author; Autor; Autorin; Scientist; Wissenschaftler; Ausland; Lehramtsstudiengang; Lehrerausbildung; Europa; Asien; Nordamerika; Lateinamerika; Australien; Afrika
Abstract	Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01