3 results found.
Ethical Action in the Context of Education for Sustainable Development (ESD)–An Analysis of Tasks from German Geography Textbooks
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2284, https://doi.org/10.21601/ijese/12045
ABSTRACT: The subject of geography is considered an ESD-affine subject and pursues the goal of contributing to the empowerment of students to preserve the earth. This includes creating an awareness of the planetary boundaries of the earth and reflecting on the role of human responsibility and social justice. The implementation of ESD in the subject geography takes place in the educational standards for the intermediate school leaving certificate for the subject of geography as well as in the curricula of the individual federal states. Through the integration of ESD, geography is particularly committed to addressing current and future challenges facing humanity, e.g. climate change. In order to achieve these goals, learners should be enabled to understand or recognize, evaluate and act in a sustainable way in complex systems. The German-language ESD discourse to date has often been normative, and the question of ethical action within ESD in geography lessons arises from an ethical perspective. The analysis of tasks of German textbooks are focused on ethical judgement and action. It is shown that the task formats do not sufficiently enable ethical action based on evaluation competence. At the end, conclusions are drawn for future textbook development and teacher training.
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2278, https://doi.org/10.21601/ijese/12015
ABSTRACT: Current approaches of education for sustainable development (ESD) focus on the importance of dealing with sustainability values and ethical judgements in sustainability issues. Vare and Scott (2007) distinguish between different understandings of education for sustainable behavior (ESD I) or education for a reflective awareness of the value of sustainability (ESD II) (Singer-Brodowski, 2016; Sippl et al., 2020; Vare & Scott, 2007). It has not been examined in detail yet, how teachers recognize or reflect on the pedagogical and content-related antinomies (Helsper, 2004) of ESD. However, it is important to reflect on the content related pedagogical antinomies of ESD mentally, if this is to be implemented (Laub, 2021a). The present article therefore considers how prospective teachers integrate the concepts of education, sustainability, and responsibility into an idea of ESD argumentative and which antinomies they reflect on. By a qualitative approach, texts of prospective teachers are analyzed and types of argumentation are build (Kuckartz, 2018). The results show basically two different types of argumentation, that show different degrees of reflection of antinomies and different integrations of their concept of responsibility in ESD.
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(4), e2220, https://doi.org/10.29333/ijese/8421
ABSTRACT: According to literature, science-based stories can not only trigger students’ curiosity about scientific concepts but also increase their understanding of them as well as to facilitate the retention of information in students’ memory. It is a common practice for elementary school teachers to create stories in order to teach several topics. To investigate the ability of pre-service teachers in Science story writing, we selected the topic of karst caves which it can be studied through many disciplines (i.e. Geography, Geology, Biology, Chemistry, Environmental education, Ecology) according to the Greek curriculum. Moreover, although karst caves are part of Greece’s geological history, they are neither taught nor extensively mentioned in the Greek Primary and Secondary Education curricula. In this research, we examined whether Greek pre-service primary school teachers are able to create complete science-based stories about karst caves, by following the necessary didactic transposition of scientific concepts and the key elements in structure and plot of a such a story. For this purpose, we assessed by content analysis 100 pre-service teachers’ written stories. The results revealed that most of the participants achieved to create sufficient stories in structure and plot, whereas they did not achieve to transpose the necessary scientific concepts that they had included in their writing.