Exploring knowledge of prospective biology teacher about Education for Sustainable Development
Keywords:biology teacher, education for sustainable development, sustainable development goals
AbstractEducation 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
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.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.