Abstract
This study aims to determine pre-service science teachers' caring about the 2030 Sustainable Development Goals (SDG) for Turkey and for the world and their levels of competence in associating the SDG-related learning outcomes in the curriculum with these goals. The study employed the survey model, which is a descriptive research method. The study group consists of 60 pre-service science teachers. The data were collected through forms developed by the researchers, and descriptive statistics were used in the analysis of the data. The participating pre-service teachers regard SDG "very important" for both Turkey and the world. According to the findings of the study, there are gender-based differences between the pre-service teachers in terms of caring about SDG for Turkey and for the world. While nearly half of the pre-service teachers regard themselves partially competent in matching the learning outcomes in the science curriculum with SDG, they have some deficiencies in practice. To eliminate the pre-service teachers' deficiencies on sustainable development, the study recommends making adjustments in the curriculum implemented in Turkey with regards to the concept of sustainable development.
Highlights
For sustainable development education to be provided to students, it is very important that teachers, who are actively involved in the acquisition of SDGrelated learning outcomes in curricula, care about the relevant goals and have the competence to associate these goals with the learning outcomes
This study firstly determined to what extent the pre-service science teachers care about the UN 2030 Sustainable Development Goals’ (SDG) for Turkey and for the world
Turkey has taken important steps within the scope of G5 (Gender equality) as part of SDG policies, introduced various regulations on gender equality, women’s health, and education and employment in particular, and made efforts to put them into practice (Turkish Republic Presidency of Strategy and Budget, 2019)
Summary
The aim of the goals on the agenda of the United Nations is to enable all humanity to continue their lives in better conditions and to leave a better world to the generations To achieve these goals, it is important that countries, individuals, and organizations, especially educators, are aware of sustainability. This study aims to determine pre-service science teachers’ caring about SDG for Turkey and for the world and their levels of competence in associating the related learning outcomes in the curriculum with these goals. To this end, the study seeks to answer the following questions: 1. How competent are pre-service science teachers in associating the learning outcomes in the curriculum with SDG?
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