Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues

Even though the urge to transform educational practices towards sustainability has been widely recognized, teachers struggle with implementing socioscientific issues (SSI) such as climate change and loss of biodiversity into their lessons. While the research on SSI grows, the literature remains limited in terms of (i) the use of SSI in facilitating education for sustainable development (ESD), and (ii) teachers’ professional learning of SSI-based instruction as a means towards ESD. In this empirical study, we aimed at characterizing five STEM pre-service teachers’ pedagogical design capacity (PDC) by focusing on what resources they use and how they interact with these resources to design SSI-based instruction to teach about the sustainable development goals (SDGs). For this qualitative study, the data were collected through field notes, reflection reports, and semi-structured interviews. Our results reveal that pre-service teachers referred to teacher resources the most, followed by collaborative resources, and instructional resources during their design. Even though their use of resources shows strong connections between SSI and their pedagogical content knowledge, preservice teachers’ consideration regarding assessment remains inadequate. Furthermore, our study shows that professional development sessions have the potential to foster pre-service teachers’ use of PDC resources to address ESD

Education for Sustainable Development through Socioscientific Issues:pre-service teachers' pedagogical design capacity

Even though the urge to transform educational practices towards sustainability has been widely recognized, teachers struggle with implementing socioscientific issues (SSI) such as climate change and loss of biodiversity in their lessons. While the research on SSI grows, the literature remains limited in terms of i.) the use of SSI for facilitating education for sustainable development (ESD), and ii.) teachers’ professional learning of SSI-based instruction as a means towards ESD. In this empirical study, we aimed at characterizing five STEM pre-service teachers’ pedagogical design capacity (PDC) by focusing on what resources they use, and how they interact with these resources to design SSI-based instruction to teach about the sustainable development goals (SDGs). For this qualitative study, the data were collected through field notes, reflection reports and semi-structured interviews. Our results reveal that pre-service teachers referred to teacher resources the most, followed by collaborative resources, and instructional resources during their design. Even though their use of resources shows strong connections between SSI and their pedagogical content knowledge, preservice teachers’ consideration regarding assessment remains inadequate. Furthermore, our study shows that professional development sessions have the potential to foster pre-service teachers’ use of PDC resources to address ESD

Education for Sustainable Development through Socioscientific Issues:pre-service teachers' pedagogical design capacity

Even though the urge to transform educational practices towards sustainability has been widely recognized, teachers struggle with implementing socioscientific issues (SSI) such as climate change and loss of biodiversity in their lessons. While the research on SSI grows, the literature remains limited in terms of i.) the use of SSI for facilitating education for sustainable development (ESD), and ii.) teachers’ professional learning of SSI-based instruction as a means towards ESD. In this empirical study, we aimed at characterizing five STEM pre-service teachers’ pedagogical design capacity (PDC) by focusing on what resources they use, and how they interact with these resources to design SSI-based instruction to teach about the sustainable development goals (SDGs). For this qualitative study, the data were collected through field notes, reflection reports and semi-structured interviews. Our results reveal that pre-service teachers referred to teacher resources the most, followed by collaborative resources, and instructional resources during their design. Even though their use of resources shows strong connections between SSI and their pedagogical content knowledge, preservice teachers’ consideration regarding assessment remains inadequate. Furthermore, our study shows that professional development sessions have the potential to foster pre-service teachers’ use of PDC resources to address ESD

Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues

Even though the urge to transform educational practices towards sustainability has been widely recognized, teachers struggle with implementing socioscientific issues (SSI) such as climate change and loss of biodiversity into their lessons. While the research on SSI grows, the literature remains limited in terms of (i) the use of SSI in facilitating education for sustainable development (ESD), and (ii) teachers’ professional learning of SSI-based instruction as a means towards ESD. In this empirical study, we aimed at characterizing five STEM pre-service teachers’ pedagogical design capacity (PDC) by focusing on what resources they use and how they interact with these resources to design SSI-based instruction to teach about the sustainable development goals (SDGs). For this qualitative study, the data were collected through field notes, reflection reports, and semi-structured interviews. Our results reveal that pre-service teachers referred to teacher resources the most, followed by collaborative resources, and instructional resources during their design. Even though their use of resources shows strong connections between SSI and their pedagogical content knowledge, preservice teachers’ consideration regarding assessment remains inadequate. Furthermore, our study shows that professional development sessions have the potential to foster pre-service teachers’ use of PDC resources to address ESD

Begeleiden en beoordelen van ontwerpgericht onderzoek in studio’s = Supervising and assessing design-based research in studios

In het vernieuwde vak “Educational Design Research (EDR)” van de universitaire lerarenopleiding, Master Educatie in de Bètawetenschappen werken studenten samen volgens de cyclus van EDR (McKeeney & Reeves, 2019) rondom thema’s die leven in scholen uit ons netwerk. Uit een verkennende fase, waarin praktijk en literatuur centraal staan, volgen eerste ontwerpprincipes. Het ontwerp wordt ontwikkeld en verantwoord. Ten behoeve van de implementatie en evaluatie wordt een plan gemaakt. Uit de implementatie en evaluatie volgt een eindverslag. Deze groepsproducten leiden tot een groepscijfer. Daarnaast hebben we in ons ontwerp van EDR een werkwijze ontwikkeld rondom de persoonlijke ontwikkeling van de studenten, die uiteindelijk meeweegt in de bepaling van het individuele cijfer. In deze Ontmoeting werken we aan de hand van het wereldcafé aan het bespreken van deze werkwijze; de manier waarop studiobegeleiders zowel begeleider als beoordelaar zijn; en de rol van studenten en scholen in dit geheel. Ieder onderwerp van discussie wordt aan de hand van drie opeenvolgende vragen besproken: knelpunten, oplossingen, randvoorwaarden. De opbrengst gaat in op het (door)ontwikkelen van dit proces. Daarnaast willen we andere lerarenopleidingen ondersteunen die met vergelijkbare processen werken en leren van/met deze ervaringen

Stimulating Students’ Socio-Scientific Perspective Taking through Personas

This study investigates students' conception and the influence of the use of personas on the learning outcomes with respect to perspective-taking and argumentation in informed decisionmaking. In this exploratory study, students' conception of perspectives in terms of personas and arguments is investigated. 40 students participated in this study and were asked to create two personas according to their own ideas without any requirements or limitations. For each persona, they provided two possible arguments in favor and two possible arguments against the statement. Finally, the students weighed the arguments for each persona to reach a conclusion about the overall opinion of the persona. Students' assignments booklets, including persona descriptions, arguments and opinions were collected. Data were analyzed qualitatively. The students developed a variety of personas, both with professions and backgrounds in science and with non-science contexts. The perspectives of the most frequent arguments (scientific, technological, and economic) are the same for both groups and arguments have similar themes. It is surprising that, in contrast, the overall opinion (after weighing the respective arguments) does show a difference between ‘scientists' and ‘non-scientists'. We conclude that the persona approach stimulated students' perspective-taking however, the persona construction process can be scaffolded more explicitly