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Learning Outcomes in Sustainability Education among Future Elementary School Teachers

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Title: Learning Outcomes in Sustainability Education among Future Elementary School Teachers
Language: English
Authors: Foley, Rider W., Archambault, Leanna M., Hale, Annie E., Dong, Hsiang-Kai
Source: Journal of Education for Sustainable Development. Mar 2017 11(1):33-51.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Sustainability, Outcomes of Education, Preservice Teachers, Preservice Teacher Education, Skill Development, Pedagogical Content Knowledge, Transfer of Training, Pretests Posttests, Followup Studies, Teacher Surveys, Elementary Education, Systems Approach, Thinking Skills
Geographic Terms: Arizona
DOI: 10.1177/0973408217725861
ISSN: 0973-4082
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.
Abstractor: As Provided
Number of References: 68
Entry Date: 2017
Accession Number: EJ1162085
Database: ERIC
FullText Text:
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  Data: Learning Outcomes in Sustainability Education among Future Elementary School Teachers
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  Data: <searchLink fieldCode="AR" term="%22Foley%2C+Rider+W%2E%22">Foley, Rider W.</searchLink><br /><searchLink fieldCode="AR" term="%22Archambault%2C+Leanna+M%2E%22">Archambault, Leanna M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hale%2C+Annie+E%2E%22">Hale, Annie E.</searchLink><br /><searchLink fieldCode="AR" term="%22Dong%2C+Hsiang-Kai%22">Dong, Hsiang-Kai</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Sustainable+Development%22"><i>Journal of Education for Sustainable Development</i></searchLink>. Mar 2017 11(1):33-51.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 19
– Name: DatePubCY
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  Data: 2017
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Followup+Studies%22">Followup Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/0973408217725861
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0973-4082
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 68
– Name: DateEntry
  Label: Entry Date
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  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1162085
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1162085
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        Value: 10.1177/0973408217725861
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 33
    Subjects:
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Transfer of Training
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      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Followup Studies
        Type: general
      – SubjectFull: Teacher Surveys
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      – SubjectFull: Elementary Education
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      – SubjectFull: Systems Approach
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Arizona
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    Titles:
      – TitleFull: Learning Outcomes in Sustainability Education among Future Elementary School Teachers
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            NameFull: Dong, Hsiang-Kai
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