Science Teacher Education For Sustainable Development: A Case Study Of A Residential Field Course In A Norwegian Pre-Service Teacher Education Programme
JOURNAL OF ADVENTURE EDUCATION AND OUTDOOR LEARNING(2018)
摘要
In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included-together with instructional artefacts-evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy.
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关键词
Outdoor education, education for sustainable development, teacher education, science education
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