Integrating Sustainable Development Concept into Science Education Program is not enough We Need Competent Science Teachers for Education for Sustainable Development Turkish Experience

2016-08-01
Karaarslan Semiz, Güliz
Teksöz, Gaye
Show full item record
145
views
0
downloads
In order to educate science teachers for a sustainable future, recent discussions are going on related to collaboration between science education and education for sustainable development (ESD). Still, ESD has been in a development stage and needs to be improved in terms of developing teacher competencies. Therefore, in this study we focused on competencies of science teachers and ESD educators. We explored the required competencies for science teachers to become ESD educators through basic qualitative research as including gap analysis approach incorporating theoretical (literature review) and tangible part (interviews with science education and ESD researchers). Both literature review and interview results revealed that science teachers’ competencies do not cover systems thinking skills together with affective aspects. In order to foster systems thinking and affective aspects of competencies for science teachers, we suggest outdoor ESD approach that support thinking in a systemic way, feeling inter-connectedness with the natural world and understanding social, economic and environmental values of the natural system and developing an intention to act for sustainability.
https://hdl.handle.net/11511/81999
https://files.eric.ed.gov/fulltext/EJ1118309.pdf
INTERNATIONAL JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION
Department of Mathematics and Science Education, Article

Suggestions

Integrating STEM Education: Perceived barriers and facilitators
Taşcı, Duygu; Öztekin, Ceren (null; 2017-05-21)
The purpose of this research is to uncover obstacles science teachers face regarding integrating STEM in their science course. Data were mainly gathered from 4 experienced science teachers through in depth interviews. They were also requested to draw a picture of their visualization of STEM and they were asked explain their drawings, data were then analyzed by categorizing barriers avoiding STEM integration. Three categories were emerged as teacher-oriented barriers, students-oriented barriers and situation...
Integrating sustainability into early childhood education through in-service training: an effort towards transformative learning
Feriver Gezer, Şebnem; Olgan, Refika; Teksöz, Gaye; Department of Early Childhood Education (2010)
The aim of this study is twofold, first is to create an in-service training example that can be conducted with childhood education teachers in framework of transformative learning towards learning for sustainability and education for sustainable development. Second aim of study is to investigate effects and contributors of created transformative learning example on participants’ perspective transformation. 24 teachers were involved as convenient sample in this research. Research methodology combined two bas...
Developing the systems thinking skills of pre-service science teachers through an outdoor ESD course
SEMİZ, GÜLİZ KARAARSLAN; Teksöz, Gaye (2019-11-08)
The purpose of this study is to explore the development of pre-service science teachers' systems thinking skills through an outdoor education for sustainable development (ESD) course. The study was composed of four stages, which are defining systems thinking skills, designing an outdoor ESD course, developing measurement tools, and implementation. Twelve systems thinking skills were determined within the ESD and science education context. Qualitative data were collected through interviews and systems thinki...
Using an online portfolio course in assessing students work
Yılmaz, Harun; Çetinkaya, Bülent (2007-01-01)
New developments and advancements in informational technology bring about several alternative avenues for educators to select in supporting and evaluating their students’ learning. Online portfolio is a fairly new technique in this regard. As the online education grows, use of online portfolio becomes more vital for educational programs. At Virginia Tech, in the program of Instructional Technology Master's of Art Degree (ITMA), an online portfolio evaluation course is designed with the goals of reviewing an...
Co-developing STEM activities through design thinking approach for fifth graders
Öztürk, Ahsen; Korkut, Fatma; Department of Industrial Design (2020)
STEM (Science, Technology, Engineering and Math) education aims to integrate diverse disciplines by making interdisciplinary collaboration in K-12 education. When we review the STEM training and course materials given to teachers in Turkey, it is observed that they mainly focus on science and mathematics, and remain insufficient for disciplines such as social sciences, Turkish, English or visual arts. This situation implies that teachers from diverse disciplines need to work collaboratively among themselves...
Citation Formats
G. Karaarslan Semiz and G. Teksöz, “Integrating Sustainable Development Concept into Science Education Program is not enough We Need Competent Science Teachers for Education for Sustainable Development Turkish Experience,” INTERNATIONAL JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION, pp. 8403–8424, 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/81999.
METU IIS - Integrated Information Service open@metu.edu.tr