995
Views
12
CrossRef citations to date
0
Altmetric
Research Article

Developing the systems thinking skills of pre-service science teachers through an outdoor ESD course

& ORCID Icon

References

  • Ardoin, N. (2006). Toward an interdisciplinary understanding of place: Lessons for environmental education. Canadian Journal of Environmental Education, 11(1), 112–126.
  • Assaraf, O., & Orion, N. (2005). The development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42, 1–43.
  • Assaraf, O., & Orion, N. (2010a). Four case studies six years later: Developing systems thinking skills in junior high school and sustaining them over time. Journal of Research in Science Teaching, 47(10), 1253-1280
  • Assaraf, O., & Orion, N. (2010b). System thinking skills at the elementary school. Journal of Research in Science Teaching, 47(5), 540–563.
  • Ateşkan, A., & Lane, F. J. (2018). Assessing teachers’ systems thinking skills during a professional development program. Journal of Cleaner Production, 172, 4338–4356.
  • Batzri, O., Assaraf, O., Cohen, C., & Orion, N. (2015). Understanding the earth systems: Expressions of dynamic and cyclical thinking among university students. Journal of Science Education and Technology, 24(6), 761–775.
  • Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom. Theory and guidelines for practice. Newyork and London: Routledge.
  • Bertalanffy, L. V. (1968). General system theory: Foundations, development, applications. New York, NY: Braziller.
  • Booth-Sweeney, L. (2017). All systems go. In Developing a generation of systems smart kids. Retrieved from http://lindaboothsweeney.net/SOW17_chap12_systems-thinking.pdf
  • Brien, O. G., Sparrow, K., Morales, J., & Clayborn, J. (2015). Re-orienting a science methods course to prepare sustainability literate K-6 pre-service teachers. A mixed methods investigation. In S. K. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability (pp. 205–234). USA: Springer.
  • Capra, F. (1999). Ecoliteracy: The challenge for education in the next century. Berkeley, California:Liverpool Schumacher Lectures, 20.
  • Capra, F. (2005). Speaking nature’s language: Principles for sustainability. In M. K. Stone & Z. Barlow (Eds.), Ecological literacy. Educating our children for a sustainable world (pp. 18–29). CA: Sierre Club Books.
  • Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. UK: Cambridge University Press.
  • Carney, J. (2011). Teacher candidates learning to teach for sustainability in an elementary school with a garden: A case study. Journal of Sustainability Education, 2. Retrieved from www.journalofsustainabilityeducation.org
  • Chandi, S. S. (2008). Systems thinking as a teaching and learning tool for biology education ( Unpublished doctoral dissertation). University of Glasgow, UK.
  • CNN TURK (2014). Meralarımız yok oluyor [We are losing our pastures]. Retrieved from http://tv.cnnturk.com/video/2014/02/24/programlar/para-dedektifi/meralarimiz-yok-oluyor/2014-02-21T1925/index.html
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. Retrieved from ftp://gis.msl.mt.gov/Maxell/Models/Predictive_Modeling_for_DSS_Lincoln_NE_121510/Modeling_Literature/Cohen_1960.pdf
  • Connell, K. Y. H., Remington, S. M., & Armstrong, C. M. (2012). Assessing systems thinking skills in two undergraduate sustainability courses: A comparison of teaching strategies. Journal of Sustainability Education, 3, 3.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
  • Dutton-Lee, T. (2015). Science teachers’ representational competence and systems thinking ( Unpublished dissertation). North Carolina State University, USA.
  • Hargens, S. (2005). Integral ecology: The what, who, and how of environmental phenomena. World Futures, 61(1–2), 5–49.
  • Higgins, P., & Kirk, G. (2006). Sustainability education in Scotland: The impact of national and international initiative on teacher education. Journal of Geography in Higher Education, 30(2), 313–326.
  • Hill, A. (2012). Developing approaches to outdoor education that promote sustainability education. Australian Journal of Outdoor Education, 16(1), 15–27.
  • Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing learning about complex systems. The Journal of the Learning Science, 9, 247–298.
  • Karaarslan, G., & Teksöz, G. (2016). Integrating sustainable development concept into science education program is not enough. We need competent science teachers for education for sustainable development: Turkish experience. International Journal of Environmental and Science Education, 11(15), 8403–8425.
  • Keynan, A., Assaraf, O. B. Z., & Goldman, D. (2014). The repertory grid as a tool for evaluating the development of students’ ecological system thinking abilities. Studies in Educational Evaluation, 41, 90–105.
  • Lugg, A. (2007). Developing sustainability literate citizens through outdoor learning possibilities for outdoor education in higher education. Journal of Adventure Education and Outdoor Learning, 7(2), 97–112.
  • McKeown, R. (2002). ESD toolkit. Retrieved from http://www.esdtoolkit.org/
  • McKeown, R. (2012). Teacher education 1992 and 2012: Reflecting on 20 years. Journal of Education for Sustainable Development, 6(1), 37–41.
  • Meadows, D. H. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.
  • National Research Council (NRC) (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Retrieved from http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts
  • Nelsen, Z. A. (2016). Compost and growth mindset: A pathway to enrich our sense of place. Journal of Sustainability Education, 11. Retrieved from www.journalofsustainabilityeducation.org
  • Nolet, V. (2009). Preparing sustainability literate teachers. The Teachers College Record, 111(2), 409–442.
  • Ormond, C., McClaren, M., Zandvliet, D., Robertson, P., Leddy, S., Mayer, C., & Metcalfe, S. (2015). Pre-service teacher experiences in a teacher education program reoriented to address sustainability. In S. K. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability (pp. 31–48). USA: Springer.
  • Palmberg, I., Bergholm-Hofman, M., Jeronen, E., & Panula, E. Y. (2017). Systems thinking for understanding sustainability? Nordic student teachers’ views on the relationship between species identification, biodiversity and sustainable development. Education Sciences, 7(72), 2–18.
  • Prince, H. E. (2017). Outdoor experiences and sustainability. Journal of Adventure Education and Outdoor Learning, 17(2), 161–171.
  • Remington-Doucette, S. M., Hiller Connell, K. Y., Armstrong, C. M., & Musgrove, S. L. (2013). Assessing sustainability education in a trans disciplinary undergraduate course focused on real-world problem solving: A case for disciplinary grounding. International Journal of Sustainability in Higher Education, 14(4), 404–433.
  • Sandri, O. J. (2013). Threshold concepts, systems and learning for sustainability. Environmental Education Research, 19(6), 810–822.
  • Schuler, S., Fanta, D., Rosenkraenzer, F., & Riess, W. (2018). Systems thinking within the scope of education for sustainable development (ESD)- a heuristic competence model as a basis for (science) teacher education. Journal of Geography in Higher Education, 42(2), 192–204.
  • Semken, S., & Freeman, C. B. (2008). Sense of place in the practice and assessment of place‐based science teaching. Science Education, 92(6), 1042–1057.
  • Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Crown Publishing.
  • Shepardson, D. P., Roychoudhury, A., Hirsch, A., Niyogi, D., & Top, S. M. (2014). When the atmosphere warms it rains and ice melts: Seventh grade students’ conceptions of a climate system. Environmental Education Research, 20(3), 333–353.
  • Sleurs, W. (2008). Competences for education for sustainable development (ESD) teachers. A framework to integrate ESD in the curriculum of teacher training institutes. Belgium: Commenius 2.1 Project.
  • Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education: Explorations in the context for sustainability ( Unpublished doctoral dissertation). University of Bath, UK.
  • Sterling, S., Maiteny, P., Irving, D., & Salter, J. (2005). Linking thinking: New perspectives on thinking and learning for sustainability. Scotland: WWF.
  • Strachan, G. (2012). WWF-professional development framework of teacher competences for learning for sustainability. UK: WWF.
  • Tilbury, D., & Cooke, K. (2005). A National review of environmental education and its contribution to sustainability in Australia: Frameworks for sustainability. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability.
  • UNECE. (2011). Learning for the future. In Competences in education for sustainable development. Retrieved from http://www.unece.org.unecedev.colo.iway.ch/fileadmin/DAM/env/esd/01_Typo3site/ExpertGroupCompetences.pdf
  • UNESCO. (2012). Shaping the education of tomorrow: 2012 full length on the UN decade of education for sustainable development. DESD monitoring evaluaion-2012. Paris: Author.
  • UNESCO. (2014). Shaping the future we want. UN decade education for sustainable development (2005–2014) Final Report. Paris: Author.
  • Viera, A. J., & Garrett, J. M. (2005). Understanding inter-observer agreement: The kappa statistic. Family Medicine, 37(5), 360–363.
  • Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218.
  • Yin, R. K. (2009). Case study research design and methods (4th ed.). California: Sage publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.