Results indicate that preservice teachers do not consistently use the dimensions of the sustainability triad as they analyze socioscientific issues.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Scientific and environmental literacy are cornerstones of science education reform and twenty first century citizenry.
📊
Key Findings & Data:The ability to make decisions about socioscientific issues is a characteristic of scientific and environmental literacy.
💡
Conclusion & Impact:Results indicate that preservice teachers do not consistently use the dimensions of the sustainability triad as they analyze socioscientific issues.
Scientific and environmental literacy are cornerstones of science education reform and twenty first century citizenry. The ability to make decisions about socioscientific issues is a characteristic of scientific and environmental literacy. This study uses the Sustainability Triad to explore preservice teachers’ analyses and decision-making about socioscientific issues. Results indicate that preservice teachers do not consistently use the dimensions of the sustainability triad as they analyze socioscientific issues. This practice results in decisions that are less sustainable. Recommendations for science teacher preparation programs that emphasize sustainability considerations are provided.
Dani, D. (2011). Sustainability as a Framework for Analyzing Socioscientific Issues. International Electronic Journal of Environmental Education, Cilt: 1 - Sayı: 2, 1–1. https://ajindex.com/articles/861462