Effectiveness of interdisciplinary instruction in pre-service teacher education for sustainability: issues from the big history and the study of climate change
[EN]The paper analyzes the impact of interdisciplinary instruction on the perception, awareness, and knowledge about climate change of 102 Spanish pre-service primary teachers using a pre- and post-test design. Our findings demonstrate that pre- to post-test scores significantly increased in all the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/169180 |
| Acceso en línea: | http://hdl.handle.net/10366/169180 |
| Access Level: | acceso abierto |
| Palabra clave: | Climate change education Climate literacy Education for sustainable development Higher education Interdisciplinarity 5801.07 Métodos Pedagógicos 5803.02 Preparación de Profesores 58 |
| Sumario: | [EN]The paper analyzes the impact of interdisciplinary instruction on the perception, awareness, and knowledge about climate change of 102 Spanish pre-service primary teachers using a pre- and post-test design. Our findings demonstrate that pre- to post-test scores significantly increased in all the studied categorizations and that studentsí academic background influences score improvement. Data also reveal that there is a positive and significant correlation between teaching capability perception and knowledge, suggesting that knowledge instruction is crucial for teachersí confidence in climate change education. The study also confirms the opportunity to explore sustainable teacher education from an interdisciplinary perspective, carrying out congruent teaching from different approaches on a complex phenomenon to understand it in a holistic way. |
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