Student Science Teachers' Conceptions of Sustainable Development: An Empirical Study of Three Postgraduate Training Cohorts

Autor/inn/en	Summers, Mike; Childs, Ann
Titel	Student Science Teachers' Conceptions of Sustainable Development: An Empirical Study of Three Postgraduate Training Cohorts
Quelle	In: Research in Science & Technological Education, 25 (2007) 3, S.307-327 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Graduate Students; Science Teachers; Sustainable Development; Questionnaires; Secondary Education; Teacher Education; Qualitative Research; Foreign Countries; Guidelines; Student Attitudes; Environment; Economics; United Kingdom + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Nachhaltige Entwicklung; Fragebogen; Sekundarbereich; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Ausland; Richtlinien; Schülerverhalten; Umwelt; Volkswirtschaftslehre; Großbritannien
Abstract	Conceptions of sustainable development were elicited using a questionnaire completed by three cohorts of postgraduate students starting a secondary science teacher-training course (N = 123). Qualitative responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features; and (iii) in contrast to these grounded approaches, examination of the responses in light of a framework proposed by the UK Panel for Education for Sustainable Development. Notable findings were: substantial numbers recognised the centrality of environmental (72%), economic (53%) and social (31%) factors--but just 15% highlighted all three; when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with citizenship, with preservation of diversity, and with uncertainty and precaution in action. The findings are related to contemporary literature in the field and some implications for trainees' learning are considered. (Contains 4 figures and 1 table.) [Appended to this document is an extract from the "Sustainable Development Questionnaire" showing the items relevant to this article.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10