|Published online: April 21, 2014||$US5.00|
One vehicle that has provided real world connections for embracing science and mathematics in a primary and middle school setting has been through educating for sustainability (EfS). Opportunities to undertake pledges to reduce their ecological footprint, undertake a voluntary placement in an urban ecological setting and plan transdisplinary units of work have been learning experiences that encourage pre-service teachers to embrace change. The challenges of making changes to values and behaviours is central to the EfS agenda. Knowledge by itself is not enough. An analysis of evaluation responses and examples of students’ pledges and topics will be presented. What do these experiences entail and which ones impact on their beliefs and practices as a beginning career teacher are the focus of this paper.
|Keywords:||Educating for Sustainability, Science, Pre-service, Education|
The International Journal of Sustainability Education, Volume 9, Issue 4, February 2015, pp.1-16. Article: Print (Spiral Bound). Published online: April 21, 2014 (Article: Electronic (PDF File; 472.814KB)).
Senior Lecturer in Science and Mathematics Education, School of Education, University of South Australia, Adelaide, South Australia, Australia