A practice focus paper which describes the building of capacity for social, cultural and environmental futures in preservice teachers (PSTs) through a hands on project with local community and schools. By interacting with the local community, the hands on project built and expanded knowledge, skills and understandings about global sustainability issues. By recognising Science as Literacy and using interactive pedagogies of teaching and learning, it enables all educators including practising teachers to believe in themselves as teachers of Science. Through these experiences, the PSTs and those that they interact with in schools, authentically learn to think about the world through a Science lens and proactively build Science teaching and learning in Primary/Elementary schools. Dissemination occurred through the school students, their teachers and the preservice teachers themselves in their current and future roles as practising educators. This is the ripple effect of Sustainable Futures.
|Keywords:||Science as Literacy, Education, Environment, Culture, Social Issues, Preservice Teacher Education, Sustainability, Community Partnerships, Science Education, Interactive Teaching and Learning, Inquiry Learning, Multiliteracies, Work Integrated Learning, Australia|
Lecturer/Academic, Faculty of Arts, Education and Human Development, School of Education, Victoria University, Melbourne, Australia
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