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Education and competencies for sustainable development from the perspective of science teachers

Year 2021, Volume: 8 Issue: 3, 460 - 479, 30.12.2021
https://doi.org/10.30900/kafkasegt.964116

Abstract

The purpose of this study is to find out the opinions of science teachers on sustainable development, education for sustainable development, competencies in education for sustainable development and which competencies teachers should have in education for sustainable development. The case study method was chosen as the design of the research. In the study, 12 science teachers from three different schools were determined as the study group. A semi-structured interview form was used and data were collected in the research. The data were analyzed according to content analysis with an inductive approach. As a result, teachers are associated sustainable development with environment, economy and energy and described it as the protection of nature and the environment. Teachers stated that individuals related to education for sustainable development do not have enough information about the subject and individuals should be trained. Science teachers stated that attitude and knowledge learning area is more important than other learning areas. As a result of the research, it was also determined that the teachers emphasized more than "explaining values" and "acting for decision making, participation and change", which are among the competencies of sustainable development, but did not put any emphasis on "critical thinking" and "seeing the future/alternative scenarios". Among the qualifications that teachers should have are being equipped about sustainable development and having environmental awareness, making the acquired knowledge a way of life and producing projects.

References

  • Adomßent, M. ve Hoffmann, T. (2013). The concept of competencies in the context of education for sustainable development (ESD). Available online: http://esd-expert.net/materials/concept-papers/ (Erişim Tarihi 07 Haziran 2021).
  • Akinsemolu, A. A. (2018). The role of microorganisms in achieving the sustainable development goals. Journal of Cleaner Production, 182, 139-155. doi:10.1016/j.jclepro.2018.02.081
  • Altuntaş, C. ve Türker, D. (2012). Sürdürülebilir tedarik zincirleri: Sürdürülebilirlik raporlarının içerik analizi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(3), 39-64.
  • Ateş, H. (2019). Fen bilimleri dersi öğretim programının sürdürülebilir kalkınma eğitimi açısından analizi. YYÜ Eğitim Fakültesi Dergisi, 16(1):101-127.
  • Ateş, H. ve Gül, K. S. (2018). Investigating of pre-service science teachers’ beliefs on education for sustainable development and sustainable behaviors. International Electronic Journal of Environmental Education, 8(2), 105-122.
  • Atmaca, A. C. (2018). Fen bilgisi öğretmen adaylarının sürdürülebilir kalkınma farkındalıklarının belirlenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
  • Atmaca, A. C. Kıray, S. A ve Pehlivan, M. (2018). Sustainable development from past to -present. M. Shelley ve S. A. Kiray (Ed.), Education research highlights in mathematics, science and technology (ss. 186-214). Iowa: International Society for Research in Education and Science (ISRES) Publishing.
  • Birdsall, S. (2013). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20(6), 814–835. doi:10.1080/13504622.2013.833594
  • Bulut, B. ve Çakmak, Z. (2018). Sürdürülebilir kalkınma eğitimi ve öğretim programlarına yansımaları. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(4) 2680-2697.
  • Cebrián, G. ve Junyent, M. (2014). Professional competencies in education for sustainability: An exploratory study of student teachers’ views. Enseñanza de las Ciencias, 32(1), 29-49. doi:10.5565/rev/ensciencias.877
  • Cebrián, G. ve Junyent, M. (2015). Competencies in education for sustainable development: exploring the student teachers’ views. Sustainability, 7, 2768-2786. doi:10.3390/su7032768
  • Combes, B. P. Y. (2005). The united nations decade of education for sustainable development (2005-2014): Learning to live together sustainably. Applied Environmental Education and Communication, 4(3), 215–219.
  • Corney, G. (2000). Student geography teachers’ pre-conceptions about teaching environmental topics. Environmental Education Research, 6(4), 313–329.
  • Corney G. ve Reid, A. (2007). Student teachers' learning about subject matter and pedagogy in education for sustainable development. Environ. Educ. Res. 13(1), 33-54. doi:10.1080/13504620601122632
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
  • Çimer, A. ve Aydın, Ö. (2018). Development of a scale to assess high schoolers’ attitudes toward sustainable development. International Education Studies; 11 (7), 116-124.
  • Çobanoğlu, O. ve Türer, B. (2015). The awareness of science and social science prospective teachers regarding to sustainable environment. International Journal of Turkish, Education Sciences, 2015(5), 235-247.
  • Er Nas, S. ve Şenel Çoruhlu, T. (2017). Fen bilgisi öğretmen adaylarının perspektifinden sürdürülebilir kalkınma kavramı. YYÜ Eğitim Fakültesi Dergisi, 14(1), 562-580. doi:10.23891/efdyyu.2017.22
  • Gedik, Y. (2020). Sosyal, ekonomik ve çevresel boyutlarla sürdürülebilirlik ve sürdürülebilir kalkınma. International Journal of Economics, Politics, Humanities & Social Sciences, 3(3), 197-206.
  • Hák, T., Janoušková, S. ve Moldan, B. (2016). Sustainable development goals: A need for relevant indicators. Ecological Indicators, 60, 565-573.
  • Haney, J.J., Czerniak, C. M. ve Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.
  • Kagawa, F. (2007). Dissonance in students' perceptions of sustainable development and sustainability: Implications for curriculum change. International Journal of Sustainability in Higher Education, 8(3), 317-338.
  • Kavaz, D. ve Öztoprak, H. (2019). A case study on sustainable development awareness and environmental responsibility. Folklore/Literature, 25(97-1), 147-166. doi:10.22559/folklor.933.
  • Keleş, Ö. (2007). Sürdürülebilir yaşama yönelik çevre eğitimi aracı olarak ekolojik ayak izinin uygulanması ve değerlendirilmesi. (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Keleş, Ö., Eriş, R. ve Aydoğdu, M. (2017). 7TH Grade students’ mental models about the concept of ‘sustainable development. European Journal of Education Studies, 3(7), 12-24.
  • Khader, F.R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
  • Kilinc, A. ve Aydin, A. (2013). Turkish student science teachers’ conceptions of SD: A phenomenography. International Journal of Science Education, 35(5), 731–752. doi:10.1080/09500693.2011.574822.
  • Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R. ve Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. doi:10.1177/0973408216661442.
  • Merriam, S. B. (2009). Qualitative research. A guide to design and implementation (2. baskı). San Francisco. CA: Jossey-Bass.
  • Miles, M, B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2. baskı). Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı [MEB]. (2013). Fen bilimleri dersi ((ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara.
  • Milli Eğitim Bakanlığı [MEB]. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara.
  • Öztürk Demirbaş, Ç. (2015). Öğretmen adaylarının sürdürülebilir kalkınma farkındalık düzeyleri. Marmara Coğrafya Dergisi, 31, 300-316.
  • Patton, M. (2002). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.
  • Pauw, J. B.-d, Gericke, N., Olsson, D. ve Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693–15717. doi:10.3390/su71115693
  • Sağdıç, A. ve Şahin, E. (2015). Sürdürülebilir kalkınma eğitimine yönelik inançlar: Ölçek geliştirme çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(3), 61-180.
  • Sağdıç, A. ve Şahin, E. (2016). An assessment of Turkish elementary teachers in the context of education for sustainable development. International Electronic Journal of Environmental Education, 6(2), 141-155.
  • Sinakou, E. Pauw, J. B. -d., Goossens, M. ve Petegem, P. V. (2018). Academics in the field of education for sustainable development: Their conceptions of sustainable development. Journal of Cleaner Production, 184, 321-332.
  • Stagell, U., Almers, E., Askerlund, P. ve Apelqvist, M. (2014). what kind of actions are appropriate? - Eco-school teachers’ and ınstructors’ ranking of sustainability-promoting actions as content in education for sustainable development (ESD). International Electronic Journal of Environmental Education,4(2), 97-113.
  • Summers, M. ve Childs, A. (2007). Student science teachers’ conceptions of sustainable development: An empirical study of three postgraduate training cohorts. Research in Science ve Technological Education, 25(3), 307–327. doi:10.1080/02635140701535067
  • Summers, M., Corney, G. ve Childs, A. (2004). Student teachers’ conception of sustainable development: the starting-points of geographers and scientists. Educational Research, 46(2), 163-182.
  • Şahin, E., Ertepınar, H. ve Teksöz, G. (2009). Implications for a green curriculum application toward sustainable development. Hacettepe. University Journal of Education, 37, 123-135.
  • Uğraş, M. ve Zengin, E. (2019). Classroom teacher candidates' views on education for sustainable development. Journal of Theoretical Educational Science, 12(1), 298-315. doi:10.30831/akukeg.442751
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2013). ESD-Building a better, fairer world for the 21st century. Available online: http://u4614432.fsdata.se/wp-content/ uploads/2013/09/esd.pdf (Erişim Tarihi: 07 Haziran 2020).
  • Waltner, E.M., Rieß, W. ve Mischo, C. (2019). Development and validation of an instrument for measuring student sustainability competencies. Sustainability, 11, 1717, 1-20. doi:10.3390/su11061717
  • Webster, K. (2007). Hidden sources: Understanding natural systems is the key to an evolving and aspirational ESD. Journal of Education for Sustainable Development, 1(1), 37-43.
  • Weinert, F. E. (2001). Concept of competence: a conceptual clarification. In D. S. Rychen ve L. H. Salganik (Eds.), Defining and selecting key competencies (ss. 45-65). Seattle, WA: Hogrefe and Huber Publishers.
  • World Commission on Environment and Development [WCED]. 1987. Our Common Future. Oxford: Oxford University Press.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. İstanbul: Seçkin Yayınları.

Fen bilgisi öğretmenlerinin perspektifinden sürdürülebilir kalkınma için eğitim ve yeterlikleri

Year 2021, Volume: 8 Issue: 3, 460 - 479, 30.12.2021
https://doi.org/10.30900/kafkasegt.964116

Abstract

Bu çalışmanın amacı fen bilgisi öğretmenlerinin sürdürülebilir kalkınma, sürdürülebilir kalkınma için eğitim, sürdürülebilir kalkınma için eğitim yeterlikleri ve sürdürülebilir kalkınma için eğitimde öğretmenlerin hangi yeterliklere sahip olması gerektiğine dair görüşlerini ortaya çıkarmaktır. Temel nitel araştırma yöntemi araştırmanın deseni olarak seçilmiştir. Araştırmada üç farklı okuldan 12 fen bilgisi öğretmeni katılımcılar olarak belirlenmiştir. Araştırmada yarı yapılandırılmış görüşme formu kullanılmış ve veriler toplanmıştır. Veriler içerik ve betimsel analizine göre çözümlenmiştir. Araştırma sonucunda fen bilgisi öğretmenlerinin sürdürülebilir kalkınmayı çevre, ekonomi, toplum ve gelişme gibi kelimelerle ilişkilendirdiği, doğanın ve çevrenin korunması şeklinde nitelendirdiği belirlenmiştir. Öğretmenler, sürdürülebilir kalkınma için eğitimle ilgili bireylerin konuyla ilgili yeterli bilgiye sahip olmadıklarını ve bireylere eğitim verilmesi gerektiğini belirtmiştir. Fen bilgisi öğretmenleri tutum ve bilgi öğrenme alanının diğer öğrenme alanlarından daha önemli olduğunu ifade etmiştir. Araştırma sonucunda ayrıca öğretmenlerin sürdürülebilir kalkınmanın yeterlikleri arasında yer alan değerleri açıklamak ile karar verme, katılıma ve değişim için hareket etmeye daha çok vurgu yaptığı, eleştirel düşünme ile geleceği/alternatif senaryoları görmeye herhangi bir vurgu yapmadığı tespit edilmiştir. Öğretmenlerin sahip olması gereken yeterlikleri arasında sürdürülebilir kalkınma hakkında donanımlı olması ve çevre bilincine sahip olması, edindiği bilgileri yaşam biçimi haline getirmesi ve proje üretebilmesi yer almaktadır.

References

  • Adomßent, M. ve Hoffmann, T. (2013). The concept of competencies in the context of education for sustainable development (ESD). Available online: http://esd-expert.net/materials/concept-papers/ (Erişim Tarihi 07 Haziran 2021).
  • Akinsemolu, A. A. (2018). The role of microorganisms in achieving the sustainable development goals. Journal of Cleaner Production, 182, 139-155. doi:10.1016/j.jclepro.2018.02.081
  • Altuntaş, C. ve Türker, D. (2012). Sürdürülebilir tedarik zincirleri: Sürdürülebilirlik raporlarının içerik analizi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(3), 39-64.
  • Ateş, H. (2019). Fen bilimleri dersi öğretim programının sürdürülebilir kalkınma eğitimi açısından analizi. YYÜ Eğitim Fakültesi Dergisi, 16(1):101-127.
  • Ateş, H. ve Gül, K. S. (2018). Investigating of pre-service science teachers’ beliefs on education for sustainable development and sustainable behaviors. International Electronic Journal of Environmental Education, 8(2), 105-122.
  • Atmaca, A. C. (2018). Fen bilgisi öğretmen adaylarının sürdürülebilir kalkınma farkındalıklarının belirlenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
  • Atmaca, A. C. Kıray, S. A ve Pehlivan, M. (2018). Sustainable development from past to -present. M. Shelley ve S. A. Kiray (Ed.), Education research highlights in mathematics, science and technology (ss. 186-214). Iowa: International Society for Research in Education and Science (ISRES) Publishing.
  • Birdsall, S. (2013). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20(6), 814–835. doi:10.1080/13504622.2013.833594
  • Bulut, B. ve Çakmak, Z. (2018). Sürdürülebilir kalkınma eğitimi ve öğretim programlarına yansımaları. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(4) 2680-2697.
  • Cebrián, G. ve Junyent, M. (2014). Professional competencies in education for sustainability: An exploratory study of student teachers’ views. Enseñanza de las Ciencias, 32(1), 29-49. doi:10.5565/rev/ensciencias.877
  • Cebrián, G. ve Junyent, M. (2015). Competencies in education for sustainable development: exploring the student teachers’ views. Sustainability, 7, 2768-2786. doi:10.3390/su7032768
  • Combes, B. P. Y. (2005). The united nations decade of education for sustainable development (2005-2014): Learning to live together sustainably. Applied Environmental Education and Communication, 4(3), 215–219.
  • Corney, G. (2000). Student geography teachers’ pre-conceptions about teaching environmental topics. Environmental Education Research, 6(4), 313–329.
  • Corney G. ve Reid, A. (2007). Student teachers' learning about subject matter and pedagogy in education for sustainable development. Environ. Educ. Res. 13(1), 33-54. doi:10.1080/13504620601122632
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
  • Çimer, A. ve Aydın, Ö. (2018). Development of a scale to assess high schoolers’ attitudes toward sustainable development. International Education Studies; 11 (7), 116-124.
  • Çobanoğlu, O. ve Türer, B. (2015). The awareness of science and social science prospective teachers regarding to sustainable environment. International Journal of Turkish, Education Sciences, 2015(5), 235-247.
  • Er Nas, S. ve Şenel Çoruhlu, T. (2017). Fen bilgisi öğretmen adaylarının perspektifinden sürdürülebilir kalkınma kavramı. YYÜ Eğitim Fakültesi Dergisi, 14(1), 562-580. doi:10.23891/efdyyu.2017.22
  • Gedik, Y. (2020). Sosyal, ekonomik ve çevresel boyutlarla sürdürülebilirlik ve sürdürülebilir kalkınma. International Journal of Economics, Politics, Humanities & Social Sciences, 3(3), 197-206.
  • Hák, T., Janoušková, S. ve Moldan, B. (2016). Sustainable development goals: A need for relevant indicators. Ecological Indicators, 60, 565-573.
  • Haney, J.J., Czerniak, C. M. ve Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.
  • Kagawa, F. (2007). Dissonance in students' perceptions of sustainable development and sustainability: Implications for curriculum change. International Journal of Sustainability in Higher Education, 8(3), 317-338.
  • Kavaz, D. ve Öztoprak, H. (2019). A case study on sustainable development awareness and environmental responsibility. Folklore/Literature, 25(97-1), 147-166. doi:10.22559/folklor.933.
  • Keleş, Ö. (2007). Sürdürülebilir yaşama yönelik çevre eğitimi aracı olarak ekolojik ayak izinin uygulanması ve değerlendirilmesi. (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Keleş, Ö., Eriş, R. ve Aydoğdu, M. (2017). 7TH Grade students’ mental models about the concept of ‘sustainable development. European Journal of Education Studies, 3(7), 12-24.
  • Khader, F.R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
  • Kilinc, A. ve Aydin, A. (2013). Turkish student science teachers’ conceptions of SD: A phenomenography. International Journal of Science Education, 35(5), 731–752. doi:10.1080/09500693.2011.574822.
  • Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R. ve Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. doi:10.1177/0973408216661442.
  • Merriam, S. B. (2009). Qualitative research. A guide to design and implementation (2. baskı). San Francisco. CA: Jossey-Bass.
  • Miles, M, B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2. baskı). Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı [MEB]. (2013). Fen bilimleri dersi ((ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara.
  • Milli Eğitim Bakanlığı [MEB]. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara.
  • Öztürk Demirbaş, Ç. (2015). Öğretmen adaylarının sürdürülebilir kalkınma farkındalık düzeyleri. Marmara Coğrafya Dergisi, 31, 300-316.
  • Patton, M. (2002). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.
  • Pauw, J. B.-d, Gericke, N., Olsson, D. ve Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693–15717. doi:10.3390/su71115693
  • Sağdıç, A. ve Şahin, E. (2015). Sürdürülebilir kalkınma eğitimine yönelik inançlar: Ölçek geliştirme çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(3), 61-180.
  • Sağdıç, A. ve Şahin, E. (2016). An assessment of Turkish elementary teachers in the context of education for sustainable development. International Electronic Journal of Environmental Education, 6(2), 141-155.
  • Sinakou, E. Pauw, J. B. -d., Goossens, M. ve Petegem, P. V. (2018). Academics in the field of education for sustainable development: Their conceptions of sustainable development. Journal of Cleaner Production, 184, 321-332.
  • Stagell, U., Almers, E., Askerlund, P. ve Apelqvist, M. (2014). what kind of actions are appropriate? - Eco-school teachers’ and ınstructors’ ranking of sustainability-promoting actions as content in education for sustainable development (ESD). International Electronic Journal of Environmental Education,4(2), 97-113.
  • Summers, M. ve Childs, A. (2007). Student science teachers’ conceptions of sustainable development: An empirical study of three postgraduate training cohorts. Research in Science ve Technological Education, 25(3), 307–327. doi:10.1080/02635140701535067
  • Summers, M., Corney, G. ve Childs, A. (2004). Student teachers’ conception of sustainable development: the starting-points of geographers and scientists. Educational Research, 46(2), 163-182.
  • Şahin, E., Ertepınar, H. ve Teksöz, G. (2009). Implications for a green curriculum application toward sustainable development. Hacettepe. University Journal of Education, 37, 123-135.
  • Uğraş, M. ve Zengin, E. (2019). Classroom teacher candidates' views on education for sustainable development. Journal of Theoretical Educational Science, 12(1), 298-315. doi:10.30831/akukeg.442751
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2013). ESD-Building a better, fairer world for the 21st century. Available online: http://u4614432.fsdata.se/wp-content/ uploads/2013/09/esd.pdf (Erişim Tarihi: 07 Haziran 2020).
  • Waltner, E.M., Rieß, W. ve Mischo, C. (2019). Development and validation of an instrument for measuring student sustainability competencies. Sustainability, 11, 1717, 1-20. doi:10.3390/su11061717
  • Webster, K. (2007). Hidden sources: Understanding natural systems is the key to an evolving and aspirational ESD. Journal of Education for Sustainable Development, 1(1), 37-43.
  • Weinert, F. E. (2001). Concept of competence: a conceptual clarification. In D. S. Rychen ve L. H. Salganik (Eds.), Defining and selecting key competencies (ss. 45-65). Seattle, WA: Hogrefe and Huber Publishers.
  • World Commission on Environment and Development [WCED]. 1987. Our Common Future. Oxford: Oxford University Press.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. İstanbul: Seçkin Yayınları.
There are 49 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Fatih Şeker 0000-0003-0427-9208

Bahattin Aydınlı 0000-0002-6525-4162

Publication Date December 30, 2021
Submission Date July 7, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Şeker, F., & Aydınlı, B. (2021). Fen bilgisi öğretmenlerinin perspektifinden sürdürülebilir kalkınma için eğitim ve yeterlikleri. E-Kafkas Journal of Educational Research, 8(3), 460-479. https://doi.org/10.30900/kafkasegt.964116

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