Zeqir Veselaj (Author), Gregor Torkar (Author)

Abstract

In this paper we identify teachers’ value-laden statements about sustainable development and climate change that are (not) acceptable for pre-service students of preschool education (non-science majors) and student teachers of biology and chemistry (science majors) in their final year of university studies at the Faculty of Education University of Prishtina, Kosovo. Fifteen statements were provided and students had to choose among options “acceptable statement”, “unacceptable statement” and “cannot decide”. The questionnaire was completed by 63 students. The results show that the students expect their teachers to promote the principles of sustainable development. The majority of students considered as unacceptable any teacher’s statement that would throw doubt about the cause or necessity to act against climate change. Most of the students reported that they already heard unacceptable value-laden statements made by their teacher. Their most common reaction was to become alerted and discuss the statement with a colleague(s) in the classroom. Findings of the study do not provide clear conclusions on how science education of science and non-science major students influence on their acceptance of value-laden statements made by their teachers.

Keywords

klimatske;trajnostni razvoj;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL PEF - Faculty of Education
Publisher: Rome : European Center of sustainable development
UDC: 378:50
COBISS: 11448137 Link will open in a new window
ISSN: 2239-6101
Views: 512
Downloads: 136
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Other data

Secondary language: English
Secondary keywords: science education;environmental education;student;teacher;naravoslovna vzgoja in izobraževanje;okoljska vzgoja;študent;učitelj;
File type: application/pdf
Type (COBISS): Article
Pages: Str. 221-232
Volume: ǂVol. ǂ6
Issue: ǂno. ǂ1
Chronology: 2017
DOI: 10.14207/ejsd.2017.v6n1p221
ID: 9576618