Abstract
This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.
Highlights
In the words of UNESCO, the momentum for education for sustainable development (ESD) has never been stronger
In this paper we present the design, pilot implementation, and evaluation of an interdisciplinary approach to ESD through STEM disciplines for undergraduates in primary education about air quality, using the organic learning garden (OLG) based on our campus as context
Our results show that the designed and implemented pilot teaching–learning sequence (TLS) improved students’
Summary
In the words of UNESCO, the momentum for education for sustainable development (ESD) has never been stronger. Global issues—such as climate change—urgently require a shift in our lifestyles and a transformation of the way we think and act [1] To achieve this change, higher education has a key role to play, as higher education institutions prepare employable professionals, and face the challenge of educating reflective citizens who will contribute towards the 2030 Agenda for Sustainable Development [2,3]. Higher education has a key role to play, as higher education institutions prepare employable professionals, and face the challenge of educating reflective citizens who will contribute towards the 2030 Agenda for Sustainable Development [2,3] In this sense, education for sustainable development (ESD) is a transformative education that offers new ways to see the world, and involves the development of systemic, critical, and creative thinking and the empowerment of citizens for decision-making in the construction of alternative sustainable futures [4]. Further research, guidance, practice sharing, and empirical studies are required for a better
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