Skip to main content
SpringerLink
Log in

Pedagogical Practices and Science Learning with a Focus on Educating for Sustainability for Pre-service Primary and Middle Years Educators

  • Chapter
  • First Online:
Issues and Challenges in Science Education Research

Abstract

The central challenge of preparing pre-service teachers for the important task of teaching science in the primary and middle years is deciding on appropriate science content vehicles and pedagogical practices. This chapter describes a number of strategies related to this challenge. The strategies have been informed by place-based learning, futures thinking, integrated learning and transdisciplinary problem-solving. These wide-ranging and complex strategies have acted as foci to deliver both a rigorous and sound curriculum in science, with equal attention paid to educating for sustainability. Ongoing feedback from students on the impact of our approach on their scientific thinking and confidence to teach science informs future directions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • ARIES. (2009). Education for sustainability: The role of education in engaging and equipping people for change. http://www.aries.mq.edu.au/publications.htm. Accessed 19 Aug 2009.

  • Australian Academy of Science. (2007). Primary connections: Linking science with literacy. http://www.science.org.au/primaryconnections/index.htm. Accessed 14 Oct 2009.

  • Australian National Schools Network. (2002). Assessment by exhibition. Sydney: Faculty of Education.

    Google Scholar 

  • Balsiger, P. W. (2004). Supradisciplinary research practices: History, objectives and rationale. Futures, 36, 407–421.

    Article  Google Scholar 

  • Beare, H., & Slaughter, R. (1993). Education for the twenty-first century. London: Routledge.

    Google Scholar 

  • Bell, W. (1998). Understanding the futures field. In D. Hicks & R. Slaughter (Eds.), Futures education (pp. 15–26). London: Kogan Page.

    Google Scholar 

  • Borgelt, I., Brooks, K., Innes, J., Seelander, A., & Paige, K. (2009). Using digital narratives to communicate about place based experiences in science. Teaching Science, 55(1), 41–46.

    Google Scholar 

  • Bruce, A., Lyall, C., Tait, J., & Williams, R. (2004). Interdisciplinary integration in Europe: The case of the Fifth Framework programme. Futures, 36(4), 457–470.

    Article  Google Scholar 

  • Capra, F. (1996). The web of life: A new synthesis of the mind and matter. London: Flamingo.

    Google Scholar 

  • Capra, F. (2002). The hidden connection: Integrating the biological, cognitive, and social dimensions of life into a science of sustainability. London: Flamingo.

    Google Scholar 

  • Chartres, M., Lloyd, D., & Paige, K. (2003). Integrating science and mathematics in an undergraduate teacher education program. In D. Fisher & T. Nash (Eds.), Third international conference on science, mathematics and technology education (Vol. 2, pp. 561–567). East London: Key Centre for Science and Mathematics, Curtin University of Technology, Perth, Australia.

    Google Scholar 

  • DECS. (2007). Education for sustainability: A guide to becoming a sustainable school. Adelaide: Department of Education and Children’s Services.

    Google Scholar 

  • Després, C., Brais, N., & Avellan, S. (2004). Collaborative planning for retrofitting suburbs: Transdisciplinarity and intersubjectivity in action. Futures, 36(4), 471–486.

    Article  Google Scholar 

  • DEWHA. (2010). Sustainability curriculum framework: A guide for curriculum developers and policy makers. Canberra: Commonwealth of Australia.

    Google Scholar 

  • Faire, J., & Cosgrove, M. (1993). Teaching primary science. Hamilton: Waikato Education Centre.

    Google Scholar 

  • Fensham, P. J. (2003). What do the ‘All’ need in science education? In D. Fisher & T. Marsh (Eds.), Third conference on science, mathematics and technology education (pp. 1–20). East London: Key Centre for School Science and Mathematics, Curtin University of Technology, Perth, Australia.

    Google Scholar 

  • Ferreira, J.-A., Ryan, L., Davis, J., Cavanagh, M., & Thomas, J. (2009). Mainstreaming sustainability into pre-service teacher education in Australia. Canberra: Australian Research Institute in Education for Sustainability, Graduate School of the Environment, Macquarie University.

    Google Scholar 

  • Gidley, J. (2002). Global youth culture: A transdisciplinary perspective. In J. Gidley & S. Inayatulla (Eds.), Youth futures: Comparative research and transformative visions (pp. 3–18). Westport: Praeger.

    Google Scholar 

  • Goodrum, D. (2006). Inquiry in science classrooms: Rhetoric or reality? http://www.acer.edu.au/research_conferences/2006.html. Accessed 27 Nov 2007.

  • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra: Department of Education, Training and Youth Affairs.

    Google Scholar 

  • Gough, N. (1990). Futures in Australian education: Tacit, token and taken for granted. Futures, 22(3), 298–310.

    Article  Google Scholar 

  • Gough, A., & Sharpley, B. (2005). Educating for a sustainable future: A national environmental education statement for Australian schools. http://www.environment.gov.au/education/publications/pubs/sustainable-future.pdf. Accessed 19 Aug 2009.

  • Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.

    Article  Google Scholar 

  • Harlen, W. (2010). Principles and big ideas of science education. Report from International Seminar of Science Educators, October 2009, Scotland.

    Google Scholar 

  • Henderson, H. (n.d). Education for the Third Millennium: Looking back from 2050. http://www.newhorizons.org/future/hendersonh.htm. Accessed 7 Mar 2006.

  • Hicks, D. (2002). Lessons for the future: The missing dimension in education. London: Routledge.

    Book  Google Scholar 

  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670.

    Article  Google Scholar 

  • Horlick-Jones, T., & Sime, J. (2004). Living on the border: Knowledge, risk and transdisciplinarity. Futures, 36(4), 407–421.

    Article  Google Scholar 

  • Jones, P., Selby, D., & Sterling, S. (Eds.). (2010). Sustainability education: Perspectives and practice across higher education. London: Earthscan.

    Google Scholar 

  • Jucker, R. (2002). Our common illiteracy: Education as if the Earth and people mattered. Frankfurt: Peter Lang.

    Google Scholar 

  • Lawrence, R. J., & Despres, C. (2004). Futures of transdisciplinarity. Futures, 36(4), 397–405.

    Article  Google Scholar 

  • Lloyd, D. (2005). Educating for the 21st Century: Planning a teacher education program for primary and middle schooling [electronic version]. http://www.aaee.org.au/docs/2004conference/Lloyd%20D.doc

  • Lloyd, D. (2007). Exploring students’ futures images. In P. C. Taylor & J. Wallace (Eds.), Contemporary qualitative research: Exemplars for science and mathematics education (pp. 57–66). Dordrecht: Springer.

    Google Scholar 

  • Lloyd, D. (2010). Futures scenario construction around contemporary issues: Tertiary students’ perceptions of their value. The International Journal of Environmental, Cultural, Economic and Social Sustainability, 6(4), 85–106.

    Google Scholar 

  • Lloyd, D., & Paige, K. (2008). Valued science and mathematics learning in middle schooling: Connecting to students’ lived experiences. In D. Fisher, R. Koul, & S. Wanpen (Eds.), Fifth international conference on science mathematics and technology education (pp. 334–347). Udon Thani: Rajabhat University, Key Centre for School Science & Mathematics, Curtin University of Technology.

    Google Scholar 

  • Lloyd, D., & Wallace, J. (2004). Imaging the future of science education: The case for making futures studies explicit in student learning. Studies in Science Education, 40, 139–178.

    Article  Google Scholar 

  • Lloyd, D., & Wallace, J. (2006). Futures studies and science education. The Science Education Review, 5(1), 6–8.

    Google Scholar 

  • Lloyd, D., Vanderhout, A., Lloyd, L., & Atkins, D. (2010). Futures scenarios in science learning. Science Teaching, 56(2), 18–23.

    Google Scholar 

  • Loeb. (2001, July/August). Teaching for engagement. Academe 2001.

    Google Scholar 

  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder (2nd ed.). Chapel Hill: Algonquin Books.

    Google Scholar 

  • Lowe, I. (2009). A big fix: Radical solutions for Australia’s environmental crisis (2nd ed.). Melbourne: Black Inc.

    Google Scholar 

  • Lowe, I. (n.d.). The need for environment literacy [electronic version]. http://www.staff.vu.edu.au/alnarc/onlineforum/AL_pap_lowe.htm. Accessed Jan 2009.

  • Matre, V. (1990). Earth education: A new beginning. Warrenville: Institute of Earth Education.

    Google Scholar 

  • Orr, D. (2010). What is higher education for now? In L. Starke & L. Nastny (Eds.), State of the world 2010: Transforming cultures from consumerism to sustainability (pp. 75–82). London: Earthscan.

    Google Scholar 

  • Page, J. (1996). Education systems as agents of change: An overview of futures education. In R. A. Slaughter (Ed.), New thinking for a new millennium (pp. 126–136). London: Routledge.

    Google Scholar 

  • Paige, K., Lloyd, D., & Chartres, M. (2005). The next step: Moving from integrating mathematics and science to incorporating educating for ecological sustainability for primary/middle years students. In D. Fisher, D. Zandvliet, I. Gaynor, & R. Koul (Eds.), Third international science, mathematics and technology conference. Victoria, Canada.

    Google Scholar 

  • Paige, K., Lloyd, D., & Chartres, M. (2008). Moving towards transdisciplinarity: An ecological sustainable focus for science and mathematics pre-service education in the primary/middle years. Asia-Pacific Journal of Teacher Education, 36(1), 19–33.

    Article  Google Scholar 

  • Rennie, L. (2006). The community’s contribution to science learning: Making it count. http://www.acer.edu.au/documents/RC2006_Rennie.pdf. Accessed 23 Sept 2006.

  • Skamp, K. (Ed.). (2008). Teaching primary science constructively (3rd ed.). Southbank: Thompson.

    Google Scholar 

  • Slaughter, R. A. (2004). Futures beyond dystopia: Creating social foresight. London: Routledge.

    Book  Google Scholar 

  • Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–594.

    Google Scholar 

  • Sobel, D. (2008). Children and nature: Design principles. Portland: Stenhouse.

    Google Scholar 

  • Steele, F. (2010). Mainstreaming education for sustainability in pre-service teacher education: Enablers and constraints. Australian Research Institute in Education for Sustainability.

    Google Scholar 

  • Sterling, S. R. (2001). Sustainable education: Re-visioning learning and change. Totnes: Green Books for The Schumacher Society.

    Google Scholar 

  • Suzuki, D., & McConnell, A. (1997). The sacred balance: Rediscovering our place in nature. St Leonards: Allen & Unwin.

    Google Scholar 

  • Tilbury, D., & Cooke, K. (2005). A national review of environmental education and its contribution to sustainability in Australia: frameworks for sustainability – Key findings. Canberra: Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES).

    Google Scholar 

  • Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Camberwell: ACER Press.

    Google Scholar 

  • UNESCO. (2005). United Nations decade of education for sustainable development (2005–2014): International implementation scheme.

    Google Scholar 

  • University of South Australia. (2010). Primary middle program. http://www.unisanet.unisa.edu.au/programs/program.asp?Program=LBPM&Year=2010. Accessed 27 Aug 2010.

    Google Scholar 

  • Van de Walle, J., Karp, K., & Bay-Williams, J. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). New York: Pearson.

    Google Scholar 

  • Wallace, J., Venville, G., & Rennie, L. J. (2005). Integrating the curriculum. In D. Pendergast & N. Bahr (Eds.), Teaching middle years (pp. 149–163). Crows Nest: Allen & Unwin.

    Google Scholar 

  • Woodhouse, J., & Knapp, C. (2000). Place-based curriculum and instruction: outdoor and environmental education approaches. Eric Digest. http://www.ericdigests.org/2001-3/place.htm

Download references

Author information

Authors and Affiliations

  1. School of Education, University of South Australia, Adelaide, SA, 5000, Australia

    Kathryn Paige & David Lloyd

Authors
  1. Kathryn Paige
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. David Lloyd
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kathryn Paige .

Editor information

Editors and Affiliations

  1. , Natural Sciences & Science Education, National Institute of Education, Nanyang Walk 1, Singapore, 637616, Singapore

    Kim Chwee Daniel Tan

  2. , Dept of Curriculum and Instruction, University of Victoria, Victoria, V8W 2Y2, British Columbia, Canada

    Mijung Kim

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Paige, K., Lloyd, D. (2012). Pedagogical Practices and Science Learning with a Focus on Educating for Sustainability for Pre-service Primary and Middle Years Educators. In: Tan, K., Kim, M. (eds) Issues and Challenges in Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3980-2_13

Download citation

Publish with us

Policies and ethics

Search

Navigation