Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/117176


Title: Learning Outcomes in Sustainability Education Among Future Elementary School Teachers.
Authors: 董祥開
Dong, Hsiang-Kai
Contributors: 公行系
Date: 2017-07
Issue Date: 2018-05-16 16:00:19 (UTC+8)
Abstract: Universities and colleges around the world are exploring ways of reorganizing
curricula to educate future leaders in sustainability. Preservice teachers hold
tremendous potential to introduce concepts of sustainability far earlier than
post-secondary education. However, there is little research of such efforts
to yield changes in future elementary school classrooms. This article shares
a new, required course—Sustainability Science for Teachers (SSFT)—that
is designed to present sustainability topics to preservice teachers. Using
the course as a case, we ask: Do preservice teachers acquire skills and
content knowledge in sustainability, and does that experience translate to
elementary classrooms? Pre- and post-test data from 234 students and a
follow-up survey with 103 respondents offers evidence towards addressing
this question. Analysis shows preservice teachers gain skills in systems
thinking and develop content knowledge in sustainability. This study
suggests sustainability is being introduced into elementary classrooms after
preservice teachers were required to take a course in sustainability.
Relation: Journal of Education for Sustainable Development, Vol.11, No.1, pp.1-18
Data Type: article
DOI 連結: http://dx.doi.org/10.1177/0973408217725861
Appears in Collections:[公共行政學系] 期刊論文

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