Special Issue - (2016)
Special Issue - (2015)
Special Issue - (2012)
pp. 8403-8424 | Article Number: ijese.2016.638
Published Online: October 04, 2016
Article Views: 1081 | Article Download: 566
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.
Keywords: Competencies for science teachers, competencies for ESD educators, systems thinking, outdoor education
Assaraf, O. and Orion, N. (2005). The development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42, 1-43. doi: 10.1002/tea.20061
Assaraf, O. and Orion, N. (2010). Four case studies six years later: Developing systems thinking skills in junior high school and sustaining them over time. Journal of Research in Science Teaching, 47(10), 1253-1280. doi: 10.1002/tea.20351
Batzri, O., Assaraf, O., Cohen, C., & Orion, N. (2015). Understanding the earth systems: Expressions of dynamic and cycling thinking among university students. Journal of Science Education and Technology, 24(6), 761-775. doi: 10.1007/s10956-015-9562-8
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom. Theory and guidelines for practice. Newyork and London: Routledge.
Bybee, R. W. (2014). NGSS and the next generation of science teachers. Journal of Science Teacher Education, 25(2), 211-221. doi 10.1007/s10972-014-9381-4
Capra, F. (1996). The web of life. London: Harper and Collins.
Capra, F. (2005). Speaking nature’s language: Principles for sustainability. In Stone M. K., & Barlow, Z. (Eds), Ecological Literacy. Educating our children for a sustainable world, (pp. 18-29), CA: Sierre Club Books.
Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. UK: Cambridge University Press.
Carter, L. (2008). Globalization and science education: Implications of science in the new economy. Journal of Research in Science Teaching 45(5), 617-633. doi:10.1002/tea.20189.
Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re‐conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670-697. doi 10.1002/tea.20424
Deboer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
De Bueger-Vander Borght, C. (1996). L'épistémologie dans la pratique de la classe? Actes des
XVIIièmes Journées Internationales sur la Communication, l'Education et la Culture Scientifiques et Techniques Chamonix : Giordan A. , Martinand J-L , 1995, p. 193-196
Dillion, J. (2014). Environmental education. In N.G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Feinstein, N. W., & Kirchgasler, K.L. (2014). Science Education, 99, 121-144. doi 10.1002/sce.21137
Feldman, A., & Nation, M. (2015). Theorizing sustainability: An introduction to science teacher education for sustainability. In S.K. Stratton, R. Hagevik, A. Feldman, M. Bloom (Eds), Educating Science Teachers for Sustainability, (pp.3-13), USA: Springer.
Foley, R. W., Archambault, L. M., & Warren, A. E. (2015). Building sustainability literacy among pre-service teachers: An initial evaluation of sustainability course designed for K-8 educators. In S.K. Stratton, R. Hagevik, A. Feldman, M. Bloom (Eds), Educating Science Teachers for Sustainability, (pp.49-67), USA: Springer.
Hagevik, R., Jordan, C., & Wimert, D. (2015). A phenomenographic study of beginning elementary science teachers’ conceptions of sustainability. In S.K. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds), Educating Science Teachers for Sustainability, (pp.17-29), USA: Springer.
Hestness, E., McGinnis, R., Breslyn, W. (2015). Integrating sustainability into science teacher education through a focus on climate change. In S.K. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds), Educating Science Teachers for Sustainability, (pp.143-162), USA: Springer.
Higgins, P. (1996). Outdoor Education for sustainability: Making connections. Journal of Adventure Education, 13(4), 4-11.
Higgins, P., & Kirk, G. (2006). Sustainability education in Scotland: The impact of national and international initiative on teacher education. Journal of Geography in Higher Education, 30(2), 313-326. doi: 10.1080/03098260600717414
Higgins, P. (2009). Into the big wide world: Sustainable experiential education for the 21st century. Journal of Experiential Education, 32(1), 44-60.
Hogan, K. & Weathers, K. (2003). Psychological and ecological perspectives on the development of systems thinking. In A. R. Berkowitz, C. H. Nilon, & K. S. Hollweg (Eds), Understanding Urban Ecosystems: A New Fronties for Science and Education, (233-260), Newyork: Springer.
Janetti, A. J. (2012). A representation: Incorporating a needs assessment and gap analysis into the educational design. Pitman: NJ.
Johnson, S. (2012). Reconceptualising gardening to promote inclusive education for sustainable development. International Journal of Inclusive Education, 1-16.
Kauertz, A., Neumann, K., & Haertig, H. (2012). Competence in science education. In B. J. Fraser & K. G. Tobin (Eds.) Second international handbook of science education (pp.711-721). New York: Springer.
Keynan, A., Assaraf, O. B. Z., & Goldman, D. (2014). The repertory grid as a tool for evaluating the development of students’ ecological system thinking abilities. Studies in Educational Evaluation, 41, 90-105. doi: 10.1016/j.stueduc.2013.09.012
Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Studies in Science Education, 46(1), 69-119. doi:10.1080/03057260903562433
Littledyke, M. (2008). Science education for environmental awareness: Approaches to integrating cognitive and affective domains. Environmental Education Research, 14(1), 1-17. doi: 10.1080/13504620701843301
Lugg, A. (2007). Developing sustainability literate citizens through outdoor learning possibilities for outdoor education in higher education. Journal of Adventure Education and Outdoor Learning, 7(2), 97-112. doi:10.1080/14729670701609456
Mckeown, R. (2002). ESD toolkit. Retrieved from http://www.esdtoolkit.org/
Mckeown, R. (2012). Teacher education 1992 and 2012: Reflecting on 20 years. Journal of Education for Sustainable Development, 6(1), 37-41. doi:10.1177/097340821100600109
Merriam, S. B. (2009). Qualitative research. A guide to design and implementation. San Francisco: Jossey-Bass Publishers.
Ministry of Environment and Forestry (2010). Republic of Turkey. National climate change strategy (2010-2020). Ankara: Ministry of Environment and Forestry.
Ministry of Environment and Forestry (2011). The national capacity evaluation project of Turkey as
part of Rio declaration (Report No: 412). Ankara: Ministry of Environment and Forestry.
Ministry of Development (2012). Turkey’s sustainable development plan. Claiming the future. Ankara: Ministry of Development.
MoNE (2008). Science and technology teachers’ special area competences. Retrieved from http://otmg.meb.gov.tr/alanfen.html
Naumescu, A. (2008). Science teacher competencies in a knowledged based society. Acta Didactica Napocensia, 1(1), 25-31.
Nezvalova, D. (2007). Competencies of constructivist science teachers. Brussels: Socrates Programme.
Nolet, V. (2009). Preparing sustainability literate teachers. The Teachers College Record, 111(2), 409-442.
NRC (2012). A framework for K-12 Science Education: Practices, cross-cutting concepts, and core ideas. Retrieved from http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts
NSTA (2003). Standards for science teacher preparation. National Science Teacher Association. Retrieved from http://www.nsta.org/preservice/2003stds.aspx
NSTA (2012). Pre-service science teacher preparation standards. National Science Teacher Association. Retrieved from http://www.nsta.org/preservice/.
O’Connel, T. S., Potter, T. G., & Curthoys, L. P, Dyment, J., Curthbertson, B. (2005). A call for sustainability education in post-secondary outdoor recreation programs. International Journal of Sustainability in Higher Education, 6(1), 81-94. doi:10.1108/14676370510573159
Ormond, C., McClaren, M., Zandvliet, D., Robertson, P., Leddy, S., Mayer, C., and Metcalfe, S. (2015). Pre-service teacher experiences in a teacher education program reoriented to address sustainability. In S.K. Stratton, R. Hagevik, A. Feldman, M. Bloom (Eds), Educating Science Teachers for Sustainability, (pp.163-184), USA: Springer.
Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect. Washington, DC: Earth Island Press.
Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Ryan, A., & Tilbury, D. (2013). Flexible pedagogies: New pedagogical ideas. York: The Higher Education Academy.
Shepardson, D. P., Roychoudhury, A., Hirsch, A., Niyogi, D., & Top, S. M. (2014). When the atmosphere warms it rains and ice melts: Seventh grade students’ conceptions of a climate system. Environmental Education Research, 20(3), 333-353. http://dx.doi.org/10.1080/13504622.2013.803037.
Sleurs, W. (2008). Competences for education for sustainable development (ESD) teachers. A framework to integrate ESD in the curriculum of teacher training institutes. Belgium: Commenius 2.1 Project.
Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education: Explorations in the context for sustainability (Unpublished doctoral dissertation). University of Bath, UK.
Şahin, E. (2008). An examination of indicators for a green curriculum application towards Sustainability (Unpublished doctoral dissertation). Middle East Technical University, Turkey.
Tilbury, D. and Cooke, K. (2005). A National review of environmental education and its contribution to sustainability in Australia: Frameworks for sustainability. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability.
Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s Future. Australian Education Review. Camberwell, Vic: Australian Council for Educational Research.
UNCED (1992). United Nations conference on environment and development. Rio de Janerio. UN.
UNECE (2011). Learning for the future. Competences in education for sustainable development. Retrieved from http://www.unece.org.unecedev.colo.iway.ch/fileadmin/DAM/env/esd/01_Typo3site/ExpertGroupCompetences.pdf
UNESCO (1973). Science and technology education. Retrieved from http://www.unesco.org/education/educprog/50y/brochure/promotin/204.htm
UNESCO (1977). Tbilisi declaration, 1977. Retrieved from http://www.gdrc.org/uem/ee/tbilisi.html
UNESCO (2004). United Nations decade of education for sustainable development 2005- 2014. Draft implementation scheme. Paris: UNESCO.
UNESCO (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Paris: UNESCO.
UNESCO (2006). Education for sustainable development toolkit. Paris: UNESCO.
UNESCO (2008). Science education policy making. Paris: UNESCO.
UNESCO (2009). Bonn Declaration. UNESCO World Conference on Education for Sustainable Development. Bonn: Germany.
UNESCO (2014). Shaping the future, we want. UN decade education for sustainable development (2005-2014) Final Report. Paris: UNESCO.
United Nations (1972). Report of the United Nations conference on the human environment.
United Nations (1987). Brutland report. Report of the world commission on environment and
development. Our common future. UN.
Wals, A. (2009). Learning for a sustainable future. United Nations Decade of Education for
Sustainable Development (DESD, 2005-2014). Paris: UNESCO.
Wang, H. A., & Schmidt, W. H. (2001). History, philosophy and sociology of science in
science education: Results from the third international mathematics and science study.
Science and Education, 10, 51-70. doi: 10.1080/08832323.2010.505254
Washington State OSPI (2008). Report on environmental and sustainability education.
Standards for Washington state students. Retrieved from http://www.k12.wa.us/EnvironmentSustainability/pubdocs/ESEStandardsReportFTF06-30-08.pdf.
Wattchow, B., & Brown, M. (2011). A pedagogy of place: Outdoor education for a changing
world. Australian Journal of Outdoor Education, 15(1), 56-58.
Zeidler, D. L. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural
socio-scientific response. Culture Studies of Science Education, 11, 11-26. Doi 10.1007/s11422-