Exploring knowledge of prospective biology teacher about Education for Sustainable Development

Authors

  • Ivo Novidsa Biology Education, School of Postgraduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung City, West Java 40154
  • Widi Purwianingsih Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung City, West Java 40154 http://orcid.org/0000-0003-0986-852X
  • R. Riandi Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung City, West Java 40154 http://orcid.org/0000-0003-4187-7338

DOI:

https://doi.org/10.22219/jpbi.v6i2.12212

Keywords:

biology teacher, education for sustainable development, sustainable development goals

Abstract

Education for Sustainable Development (ESD) is crucial program hold by United Nations in realizing the Sustainable Development Goals (SDGs). It is necessary to prepare competent teacher which can be started with debriefing through lectures. The purpose of this study was to analyze the prospective biology teacher's knowledge about ESD. The ESD competencies which were analyzed in this study including knowledge, actions, ethical values, attitudes, and emotions. The research subjects used were 30 students of their third year biology teacher education and taking Kapita Selekta Biology course in Universitas Pendidikan Indonesia (UPI). This descriptive study used a questionnaire about knowledge on ESD given to prospective biology teachers before they were given a briefing about ESD. The data gained were analyzed using percentage. The results showed that the persentage of knowledge of prospective biology teachers about ESD was still low (under 50%). Based on the findings, it is necessary to do ESD debriefing so that prospective biology teachers are able to integrate ESD in their learning design

Author Biographies

Ivo Novidsa, Biology Education, School of Postgraduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung City, West Java 40154

Widi Purwianingsih, Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung City, West Java 40154

R. Riandi, Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 299, Bandung City, West Java 40154

References

Al-naqbi, A. K., & Alshannag, Q. (2018). The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE university students. International Journal of Sustainability in Higher Education, 19(3), 566–588. doi: https://doi.org/10.1108/IJSHE-06-2017-0091

Anyolo, E. O. (2018). Implementing education for sustainable development in Namibia: School teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64–81. doi: https://doi.org/10.2478/jtes-2018-0004

Bedawy, R. E. L. (2014). Embedding sustainable development into higher education: A case study from Egypt. International Review of Management and Business Research, 3(1), 465–484. Retrieved from https://www.irmbrjournal.com/papers/1395805752.pdf

Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of education al offers in the field of education for sustainable development. Sustainability, 5, 5067–5080. doi: https://do i.org/10.3390/su5125067

Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International Review of Education, 1–14. doi: https://doi.org/10.1007/s 11159-019-09772-7

Brandt, J.-O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development. International Journal of Sustainability in Higher Education, 20(4), 630–653. doi: https://doi.org/10.1108/IJSHE-10-2018-0183

Cebri, G., Junyent, M., & Mul, I. (2020). Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability, 12(2), 1–9. doi: https://doi.org/10.3390/su12020 579

Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7(3), 2768–2786. doi: https://doi.org/10.3390/su7032768

Cebrián, G., Pascual, D., & Moraleda, Á. (2019). Perception of sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education, 20(7), 1171–1190. doi: https://doi.org/10.1108/IJSHE-10-2018-0168

Dlouh, J., Heras, R., Mul, I., Salgado, F. P., & Henderson, L. (2019). Competences to address SDGs in higher education — A reflection on the equilibrium between systemic and personal approaches to achieve transformative action. Sustainability, 11(13), 1–23. doi: https://doi.org/10.3390/su11133664

English, L. M., & Carlsen, A. (2019). Lifelong learning and the Sustainable Development Goals (SDGs): Probing the implications and the effects. International Review of Education, 1–7. doi: https://doi.org/10.1 007/s11159-019-09773-6

Filho, W. L., Manolas, E., & Pace, P. (2015). The future we want key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16(1), 112–129. doi: https://doi.org/10.1108/IJSHE-03-2014-0036

Gagnidze, I. (2017). The role of international educational and science programs for sustainable development (systemic approach). Kybernetes, 47(2), 409–424. doi: https://doi.org/10.1108/K-03-2017-0114

Groening, Z. P., & Kelly, V. L. (2019). Senior secondary school teachers’ understanding of education for sustainable development. International Journal of Biology, Physics & Matematics, 2(2), 128–138. Retrieved from https://zambrut.com/wp-content/uploads/2019/03/Teachers-Development.pdf

Janouškov, S. (2018). Global SDGs assessments: helping or confusing indicators ? Sustainability, 10(5), 1–14. doi: https://doi.org/10.3390/su10051540

Kieu, T. K., Singer, J., & Gannon, T. J. (2016). Education for sustainable development in Vietnam: lessons learned from teacher education. International Journal of Sustainability in Higher Education, 17(6), 853–874. doi: https://doi.org/10.1108/IJSHE-05-2015-0098

Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 1–18. doi: https://doi.org/10.3390/ su11216104

Klarin, T. (2018). The concept of sustainable development: From its beginning to the contemporary issues. Zagreb International Review of Economics & Business, 21(1), 67–94. doi: https://doi.org/10.2478/zireb-2018-0005

Kuhlman, T., & Farrington, J. (2010). What is sustainability? Sustainability, 2(11), 3436–3448. doi: https://doi. org/10.3390/su2113436

Lambrechts, W., Verhulst, E., & Rymenams, S. (2016). Professional development of sustainability compe tences in higher education: The role of empowerment. International Journal of Sustainability in Higher Education, 18(5), 697–714. doi: https://doi.org/10.1108/IJSHE-02-2016-0028

Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1–15. doi: https://doi.org/10.3390/su9101889

Merritt, E., Hale, A., & Archambault, L. (2019). Changes in pre-service teachers’ values, sense of agency, motivation and consumption practices: A case study of an education for sustainability course. Sustainability, 11(1), 1–15. doi: https://doi.org/10.3390/su11010155

Meyer, J., Mader, M., Zimmermann, F., & Çabiri, K. (2016). Training sessions fostering transdisciplinary collaboration for sustainable development: Albania and Kosovo case studies. International Journal of Sustainability in Higher Education, 18(5), 738–757. doi: https://doi.org/10.1108/IJSHE-02-2016-0032

Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391–403. doi: https://doi.org/10.1108/14676371011077603

Nikolic, V., Milutinovic, S., Nedanovski, P., & Mrnjaus, K. (2017). ESD professional development of university educators in Serbia, Croatia and Macedonia. International Journal of Sustainability in Higher Education, 18(6), 923–938. doi: https://doi.org/10.1108/IJSHE-02-2016-0036

Olmos-g, C., Estrada-vidal, L. I., Ruiz-garz, F., Rafael, L., & Mohamed-mohand, L. (2019). Making future teachers more aware of issues related to sustainability: An assessment of best practices. Sustainability, 11(24), 1–21. doi: https://doi.org/10.3390/su11247222

Osman, A., Ladhani, S., Findlater, E., & McKay, V. (2017). A curriculum framework for the sustainable development goals (1st ed.). Retrieved from https://www.thecommonwealth-educationhub.net/wp-conte nt/uploads/2018/04/CFSDG_UPDF-003.pdf

Rahmadhani, Y., Rahmat, A., & Purwianingsih, W. (2016). Pedagogical Content Knowledge (PCK) guru dalam pembelajaran biologi SMA di Kota Cimahi. In Prosiding Seminar Nasional Sains dan Pendidikan Sains (pp. 17–24). Retrieved from https://www.researchgate.net/publication/325257406_Pedagogical_ Content_Knowledge_PCK_Guru_dalam_Pembelajaran_Biologi_SMA_di_Kota_Cimahi

Schreiber, J.-R., & Siege, H. (Eds.). (2016). Curriculum framework education for sustainable development. Retrieved from https://www.globaleslernen.de/sites/default/files/files/link-elements/curriculum_framewor k_education_for_sustainable_development_barrierefrei.pdf

Shumba, O., & Kampamba, R. (2013). Mainstreaming ESD into science teacher education courses : A case for ESD pedagogical content knowledge and learning as connection. Southern African Journal of Environmental Education, 29, 151–166. Retrieved from https://www.ajol.info/index.php/sajee/article/view /122267

Sonetti, G., Brown, M., & Naboni, E. (2019). About the triggering of UN sustainable development goals and regenerative sustainability in higher education. Sustainability, 11(1), 1–17. doi: https://doi.org/10.3390/ su11010254

Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1–22. doi: https://doi.org/10.3389/fpsyg.2017.01454

UNESCO. (2012). Education for sustainable development in action sourcebook. United Nations Educational, Scientific and Cultural Organization. Retrieved from https://sustainabledevelopment.un.org/content/do cuments/926unesco9.pdf

UNESCO. (2017). Education for sustainable development goals learning objective. the United Nations Educational, Scientific and Cultural Organization. Retrieved from https://www.iau-hesd.net/sites/default/ files/documents/247444e.pdf

Zsolnai, A. (2016). Social and emotional competence. Hungarian Educational Research Journal, 5(1), 1–10. doi: https://doi.org/10.14413/herj.2015.01.01.

Downloads

Published

2020-07-21

Issue

Section

Teacher Professional Profile and Development