Developing Preservice Chemistry Teachers’ Engagement with Sustainability Education through an Online Project-Based Learning Summer Course Program

Maria Paristiowati,Justinus A Satrio,Nur Azizah Putri Hasibuan,Ella Fitriani,Yuli Rahmawati

doi:10.3390/su14031783

Maria Paristiowati, Justinus A Satrio + Show 3 more

Open Access

https://doi.org/10.3390/su14031783

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Journal: Sustainability	Publication Date: Feb 4, 2022
Citations: 9	License type: CC BY 4.0

Affiliation: State University of Jakarta, Villanova University

Abstract

The aim of this research was to develop the sustainability competencies of preservice chemistry teachers’ through the use of a project-based learning model. Preservice chemistry teachers were engaged in a summer course program in collaboration with national and international universities. The summer course program was conducted online due to the COVID-19 pandemic. The research involved 26 preservice chemistry teachers from a pedagogical university in Jakarta, Indonesia, which joined with other university students from other universities in Indonesia, America, Thailand, and Malaysia. We used a qualitative methodology. Data were collected through interviews, questionnaires, observations, preservice chemistry teachers’ portfolios, and reflective journals. The data were coded into themes and interpreted to reveal that all students engaged successfully in developing their sustainability perspectives, environmental awareness, project development engagement, communication, and collaboration skills. Meanwhile, the preservice chemistry teachers engaged in developing their project in an online summer course program within the framework of sustainability.

Highlights

In the current era of globalization, there is a heightened demand for student teachers to demonstrate 21st-century skills and environmental insights to foster a sense of responsibility towards the environment
The impacts of preservice chemistry teachers are analyses based on thematic analysis of data from data collections in response to the research question: Can a Preservice Chemistry Teachers’ Engagement with Sustainability Education improve
Project-based learning (PjBL) learning was applied in stages throughout the research project guided by experts on how to use a structured thinking pattern to come up with an idea to develop into a project or business plan, how to manage an idea, and create an innovative solution

Summary

Introduction

In the current era of globalization, there is a heightened demand for student teachers to demonstrate 21st-century skills and environmental insights to foster a sense of responsibility towards the environment. Education for Sustainable Development (ESD) is a toolkit, developed by UNESCO, that can be used to increase environmental awareness. The ESD toolkit uses three pillars [1] to guide students to take responsibility and make decisions related to environmental, economic, and social problems [2]. Sustainable development is described as development that meets the needs of the present without compromising the future generation’s ability to meet their own needs. ESD means creating and living a human life on Earth in a way that does not damage life, but that preserves its various life forms for the future— for future human life [3]. The purpose of ESD is to promote education as a crucial tool in preparing today’s generation to become responsible citizens so that future generations can continue to shape a sustainable society

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