Pre-service teachers’ reflections on awareness and knowledge following active learning in environmental education

Abstract

This study focuses on the pre-service teachers’ reflection on an environmental knowledge questionnaire administered in an introductory environmental education course. Reflection sheets that addressed pre-/post-course knowledge questionnaires were collected from 75 students who took the course in three consecutive years. The students represented diverse ethnic and professional background, which is typical in teacher training programs in Israel. The students’ initial environmental knowledge was poor but increased substantially after the course. Their reflections addressed their knowledge acquisition, as well as their growing awareness. They reflected upon the variety of teaching methods and especially on the online debate forum and on the field trips, claiming that these methods contributed a great deal to their learning. However, fewer statements addressed behavioral changes with respect to the environment. In spite of the improvement in the students’ awareness and knowledge, it is suggested that further environmental education is required to continue the transformation process.