Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers

Arantza Rico, Elena Agirre-Basurko, Aritz Ruiz-González, Igone Palacios-Agundez and Daniel Zuazagoitia
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Arantza Rico: Department of Mathematics, Experimental and Social Sciences Education, University of the Basque Country UPV/EHU, 01006 Vitoria-Gasteiz, Spain
Elena Agirre-Basurko: Department of Mathematics, Experimental and Social Sciences Education, University of the Basque Country UPV/EHU, 01006 Vitoria-Gasteiz, Spain
Aritz Ruiz-González: Department of Mathematics, Experimental and Social Sciences Education, University of the Basque Country UPV/EHU, 01006 Vitoria-Gasteiz, Spain
Igone Palacios-Agundez: Department of Mathematics, Experimental and Social Sciences Education, University of the Basque Country UPV/EHU, 01006 Vitoria-Gasteiz, Spain
Daniel Zuazagoitia: Department of Mathematics, Experimental and Social Sciences Education, University of the Basque Country UPV/EHU, 01006 Vitoria-Gasteiz, Spain

Sustainability, 2021, vol. 13, issue 8, 1-21

Abstract: This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.

Keywords: STEM education; education for sustainable development (ESD); transformative learning; problem-based learning (PBL); place-based education; sustainable development goals (SDGs); organic learning gardens; pre-service primary teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:8:p:4500-:d:538386

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