Promoting Students about Sustainable Development in Primary School Science
Keywords:
school science, science education, sustainable development
Abstract
It is imperative that notions of sustainable development be incorporated into the teaching that is provided in elementary schools in order to cultivate a generation that is capable of comprehending sustainable practices and actively participating in them. This article investigates how teaching science in elementary schools might contribute to the promotion of sustainable development. It studies the significance of implementing sustainable development ideas into scientific curricula and classroom activities, such as environmental awareness, resource conservation, and social responsibility. The purpose of this work is to show the benefits of incorporating teaching about sustainable development into primary school science In addition, it highlights the significance of sustainable science in primary school, which enable students to become active contributors to the development of sustainable practices.
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Seow, P. S., Pan, G., & Koh, G. (2019). Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment. The International Journal of Management Education, 17(1), 62-76.
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Stewart, M. (2021). Understanding learning: Theories and critique. In University teaching in focus (pp. 3-28). Routledge.
Tracey, S., & Anne, B. (2008). OECD insights sustainable development linking economy, society, environment: Linking economy, society, environment. OECD Publishing.
Turner‐Skoff, J. B., & Cavender, N. (2019). The benefits of trees for livable and sustainable communities. Plants, People, Planet, 1(4), 323-335.
Yap, M. L. M., & Watene, K. (2019). The sustainable development goals (SDGs) and indigenous peoples: another missed opportunity?. Journal of Human Development and Capabilities, 20(4), 451-467.
Chatmaneerungcharoen, S. (2019). Improving Thai science teachers’ TPACK through an innovative continuing professional development program. In Journal of Physics: Conference Series, 1340(1) 012017.
Davies, S. R. (2021). An empirical and conceptual note on science communication’s role in society. Science Communication, 43(1), 116-133.
Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: The implications for education for sustainable development. Environmental Education Research, 27(9), 1343-1359.
Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability, 22(1), 21-36.
Hadjichambis, A. C., & Paraskeva-Hadjichambi, D. (2020). Education for environmental citizenship: The pedagogical approach. Conceptualizing Environmental Citizenship for 21st Century Education, 4, 237-261.
Holmberg, J., & Sandbrook, R. (2019). Sustainable development: what is to be done?. In Policies for a small planet (pp. 19-38). Routledge.
Jordan, K. E. (2023). The intersection of environmental and sustainability education, and character education: An instrumental case study. British Educational Research Journal, 49(2), 288-313.
Liu, Z., Yang, H. C., & Shiau, Y. C. (2020). Investigation on evaluation framework of elementary school teaching materials for sustainable development. Sustainability, 12(9), 3736.
Menon, S., & Suresh, M. (2020). Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: A literature review. International Journal of Sustainability in Higher Education, 21(5), 1015-1051.
Morris, T. H. (2020). Experiential learning-a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077.
Nithitakkharanon, P., Vetsawat, C., Sawasdee, V., & Nuangchalerm, P. (2023). Fostering TPACK for pre-service teachers about learning management competency into professional experiences. Journal of Curriculum & Teaching, 12(1), 220-229.
Nuangchalerm, P., Prachagool, V., Nuangchalerm, A., Chimphali, K., & El Islami, R. A. Z. (2024). Framing citizen science and sustainable education development. Multidisciplinary Reviews, 7(2), 2024028.
Parmin, P., Nuangchalerm, P., & El Islami, R. A. Z. (2019). Exploring the indigenous knowledge of Java north coast community (Pantura) using the science integrated learning (SIL) model for science content development. Journal for the Education of Gifted Young Scientists, 7(1), 71-83.
Penuel, W. R. (2019). Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations. Journal of the Learning Sciences, 28(4-5), 659-677.
Prachagool, V., & Nuangchalerm, P. (2021). Perspectives of Thai educators toward 21st century instruction. Journal of Education and Learning (EduLearn), 15(3), 432-437.
Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60.
Queiruga-Dios, M. Á., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vazquez Dorrio, J. B. (2020). Citizen science for scientific literacy and the attainment of sustainable development goals in formal education. Sustainability, 12(10), 4283.
Saenprai, N., Mangkhang, C., Kerdtep, A., Phuwanatwichit, T. (2022). Moon-Mung Phutai: The process of creating a socio-cultural learning space through ethnic textile wisdom in Sakon Nakhon Basin, Thailand. Journal of Green Learning, 2(2), 86-91.
Semin, F. K. (2019). Competencies of principals in ensuring sustainable education: Teachers' views. International Journal of Evaluation and Research in Education, 8(2), 201-212.
Seow, P. S., Pan, G., & Koh, G. (2019). Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment. The International Journal of Management Education, 17(1), 62-76.
Sharon, A. J., & Baram‐Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life?. Science Education, 104(5), 873-894.
Shi, L., Han, L., Yang, F., & Gao, L. (2019). The evolution of sustainable development theory: Types, goals, and research prospects. Sustainability, 11(24), 7158.
Songsee, K., & Nuangchalerm, P. (2022). Enhancing understanding about the nature of local science: An action research in primary education. International Online Journal of Primary Education, 11(2), 312-319.
Stewart, M. (2021). Understanding learning: Theories and critique. In University teaching in focus (pp. 3-28). Routledge.
Tracey, S., & Anne, B. (2008). OECD insights sustainable development linking economy, society, environment: Linking economy, society, environment. OECD Publishing.
Turner‐Skoff, J. B., & Cavender, N. (2019). The benefits of trees for livable and sustainable communities. Plants, People, Planet, 1(4), 323-335.
Yap, M. L. M., & Watene, K. (2019). The sustainable development goals (SDGs) and indigenous peoples: another missed opportunity?. Journal of Human Development and Capabilities, 20(4), 451-467.
Published
2024-11-30
How to Cite
Nuangchalerm, P., Matchimo, P., & Polyiem, T. (2024). Promoting Students about Sustainable Development in Primary School Science. Pedagogi: Jurnal Ilmu Pendidikan, 24(2), 159-167. https://doi.org/https://doi.org/10.24036/pedagogi.v24i2.2075
Section
Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
