Representation of sustainability concept in prospective biology teacher learning

Abstract

Fulfillment of sustainability skills competencies in the 21st century and industrial revolution 4.0, it gives important consequences to prepare teacher candidates who can implement the concept of sustainability in learning on the material they design. This study aims to describe the way prospective biology teacher students translate the understanding of sustainability in pedagogy which is shown in the representation of learning designs made. Ten prospective biology teacher students were recruited to participate in a workshop on learning that contained the concept of sustainability. Conception and awareness about sustainability are measured before and after the program takes place using a predetermined sustainability definition framework. Sustainability representation analysis is carried out qualitatively, seen from the learning plan made and observation real teaching using video. The results obtained show a variety of sustainability representation patterns from those that appear in the form of "mosaics" that are separated until connected and integrated, at the level of only information until the activities carried out by students. Sustainability charge quality that looks comparable to the increase in conception and sustainability awareness obtained by each candidate of biology teacher. The conclusion of this study is the representation of consept sustainability understanding in prospective biology teacher learning has shown suitable harmony among the three main perspectives on sustainability, seen to reach 80% of the workshop participants.