Razumevanje koncepta trajnostnega razvoja in vzgoje in izobraževanja za trajnostni razvoj med bodočimi učitelji biologije

Bezeljak, Petra (author), Torkar, Gregor (mentor), Scheuch, Martin (comentor)

Trajnostni razvoj je eden izmed pomembnih ciljev današnje politike tako v lokalnem kot v globalnem merilu. V ta namen so bili ustanovljeni različni programi, ki promovirajo trajnostni razvoj. Eden izmed najpomembnejših je Agenda 21, kjer izobraževanju pripada ključna vloga pri vzpostavljanju trajnostne družbe. Cilj raziskave je bil primerjati razumevanje koncepta trajnostnega razvoja in izobraževanja za trajnostni razvoj med bodočimi učitelji biologije, ki se izobražujejo na Univerzi v Ljubljani in na Univerzi na Dunaju. Ugotavljali smo tudi kakšno znanje za poučevanje (PCK) imajo bodoči učitelji biologije. Raziskava je bila opravljena na Univerzi v Ljubljani Pedagoški fakulteti na Oddelku za biologijo, gospodinjstvo in kemijo, ter na Univerzi na Dunaju, v Centru za izobraževanje učiteljev. V raziskavi je sodelovalo 60 bodočih učiteljev biologije iz Slovenije in 60 bodočih učiteljev biologije iz Avstrije. Za opravljanje raziskave smo uporabili preizkus znanja in anketni vprašalnik, ki je bil preveden v uradni jezik študija (slovenščino za slovenske študente in nemščino za avstrijske). Vseboval je vprašanja odprtega in zaprtega tipa, ter ocenjevalno lestvico Likartovega tipa. Odgovori na odprta vprašanja so bili analizirani kvalitativno, s pomočjo deduktivne in induktivne metode kodiranja. Odgovore na zaprta vprašanja in Likartovo lestvico smo analizirali kvantitativno. Uporabili smo deskriptivno in interferenčno statistiko (T-test in hi-kvadrat test). Pomanjkanje razumevanja in znanja se kaže pri povezavah med različnimi vidiki trajnosti; okoljskimi, ekonomskimi in socialnimi. Študentje iz obeh vzorcev povezujejo izobraževanje za trajnostni razvoj z okoljskim izobraževanjem in okoljsko ozaveščenostjo. Glavni vir znanja za slovenske študente je drugi predmet študija (gospodinjstvo oz. kemija), avstriski študentje pa najbolj pogosto kot vir znanja navajajo študij biologije in druge vire, kot so npr. množični mediji. Bodoči učitelji biologije iz obeh držav imajo pozitivna stališča do vpeljave izobraževanja za trajnostni razvoj v pouk biologije. Med vzorcema slovenskih in avtrijskih študentov ni zaznati statistično pomembnih razlik glede znanja in stališč do izobraževanja za trajnostni razvoj. Študentje v obeh vzorcih poznajo pedagoške pristope, ki so značilni za izobraževanja za trajnostni razvoj, npr. aktivno (transformativno) učenje in poučevanje. Rezultate raziskave bi lahko uporabili pri evaluaciji in snovanju novih učnih načrtov za študente biologije z vezavami.

• Language: Slovenian
• Keywords: izobraževanje učiteljev biologije
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-105941
• COBISS.SI-ID: 12257353
• Publication date in RUL: 04.01.2019

Secondary language

• Language: English
• Title: Understanding of sustainability and education for sustainable development among students teachers of biology

Abstract

Sustainable development (SD) is one of the global and central aims of today’s politics. Different agendas have been developed to promote sustainability and make it a political goal worldwide. As stated in Agenda 21, education has to play an essential role in achieving a sustainable society. The research was focused on understanding and knowledge about SD and education for sustainable development (ESD) by Slovenian and Austrian biology teacher students, and comparing the results between the two countries. Another aim of our research was to determine pre-service teachers pedagogical content knowledge (PCK). The research was carried out at the University of Ljubljana, Faculty of Education, Department of Biology, Chemistry and Home Economic and at the University of Vienna, Centre for Teacher Education. 60 Slovenian pre-service biology teachers and 60 Austrian pre-service biology teachers were interviewed for our study. Pre-service biology teachers answered a set of closed, Likert-type and open survey-questions that were analysed both, qualitatively and quantitatively. The questionnaire was in Slovenian and German language. The closed and Likert questions were analysed statistically. We were using the following methods: T-test (Independent Samples) and A chi-square test. Open questions were analysed qualitatively with the process of coding. We used deductive and inductive coding methods. Pre-service biology teachers from Slovenia and Austria have a good understanding of the environmental approach of sustainability, but lack interconnections between the environmental, economic and social concerns related to SD. They describe and connect ESD with environmental education and environmental awareness. The most frequent sources of knowledge for Slovenian pre-service teachers were the second subject of study (chemistry or home economics). The most frequently mentioned source of knowledge for Austrian pre-service teachers were biology study and other sources, such as mass media or personal information channel. Pre-service teachers from both countries had strong positive attitudes about implementing ESD in their future classes. The difference between pre-service teachers in the two countries was not statistically significant regarding knowledge of, and attitudes to ESD. Students from both countries know the pedagogical principles of ESD, such as active learning and transformative education. Results of the research contribute to evaluation and development of curriculum for middle and high school biology teachers.

• Keywords: pre-service biology teachers