| dc.contributor | 公行系 | zh_TW |
| dc.creator (作者) | 董祥開 | zh_TW |
| dc.creator (作者) | Dong, Hsiang-Kai | en_US |
| dc.date (日期) | 2017-07 | |
| dc.date.accessioned | 16-May-2018 16:00:19 (UTC+8) | - |
| dc.date.available | 16-May-2018 16:00:19 (UTC+8) | - |
| dc.date.issued (上傳時間) | 16-May-2018 16:00:19 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/117176 | - |
| dc.description.abstract (摘要) | Universities and colleges around the world are exploring ways of reorganizingcurricula to educate future leaders in sustainability. Preservice teachers holdtremendous potential to introduce concepts of sustainability far earlier thanpost-secondary education. However, there is little research of such effortsto yield changes in future elementary school classrooms. This article sharesa new, required course—Sustainability Science for Teachers (SSFT)—thatis designed to present sustainability topics to preservice teachers. Usingthe course as a case, we ask: Do preservice teachers acquire skills andcontent knowledge in sustainability, and does that experience translate toelementary classrooms? Pre- and post-test data from 234 students and afollow-up survey with 103 respondents offers evidence towards addressingthis question. Analysis shows preservice teachers gain skills in systemsthinking and develop content knowledge in sustainability. This studysuggests sustainability is being introduced into elementary classrooms afterpreservice teachers were required to take a course in sustainability. | en_US |
| dc.format.extent | 502932 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Journal of Education for Sustainable Development, Vol.11, No.1, pp.1-18 | zh_TW |
| dc.title (題名) | Learning Outcomes in Sustainability Education Among Future Elementary School Teachers. | en_US |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1177/0973408217725861 | |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1177/0973408217725861 | |
