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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/117176

    Title: Learning Outcomes in Sustainability Education Among Future Elementary School Teachers.
    Authors: 董祥開
    Dong, Hsiang-Kai
    Contributors: 公行系
    Date: 2017-07
    Issue Date: 2018-05-16 16:00:19 (UTC+8)
    Abstract: Universities and colleges around the world are exploring ways of reorganizing
    curricula to educate future leaders in sustainability. Preservice teachers hold
    tremendous potential to introduce concepts of sustainability far earlier than
    post-secondary education. However, there is little research of such efforts
    to yield changes in future elementary school classrooms. This article shares
    a new, required course—Sustainability Science for Teachers (SSFT)—that
    is designed to present sustainability topics to preservice teachers. Using
    the course as a case, we ask: Do preservice teachers acquire skills and
    content knowledge in sustainability, and does that experience translate to
    elementary classrooms? Pre- and post-test data from 234 students and a
    follow-up survey with 103 respondents offers evidence towards addressing
    this question. Analysis shows preservice teachers gain skills in systems
    thinking and develop content knowledge in sustainability. This study
    suggests sustainability is being introduced into elementary classrooms after
    preservice teachers were required to take a course in sustainability.
    Relation: Journal of Education for Sustainable Development, Vol.11, No.1, pp.1-18
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1177/0973408217725861
    DOI: 10.1177/0973408217725861
    Appears in Collections:[公共行政學系] 期刊論文

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