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ERIC Number: EJ775746
Record Type: Journal
Publication Date: 2007-Nov
Pages: 21
Abstractor: Author
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0263-5143
Student Science Teachers' Conceptions of Sustainable Development: An Empirical Study of Three Postgraduate Training Cohorts
Summers, Mike; Childs, Ann
Research in Science & Technological Education, v25 n3 p307-327 Nov 2007
Conceptions of sustainable development were elicited using a questionnaire completed by three cohorts of postgraduate students starting a secondary science teacher-training course (N = 123). Qualitative responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features; and (iii) in contrast to these grounded approaches, examination of the responses in light of a framework proposed by the UK Panel for Education for Sustainable Development. Notable findings were: substantial numbers recognised the centrality of environmental (72%), economic (53%) and social (31%) factors--but just 15% highlighted all three; when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with citizenship, with preservation of diversity, and with uncertainty and precaution in action. The findings are related to contemporary literature in the field and some implications for trainees' learning are considered. (Contains 4 figures and 1 table.) [Appended to this document is an extract from the "Sustainable Development Questionnaire" showing the items relevant to this article.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom