Investigating of pre-service science teachers’ beliefs on education for sustainable development and sustainable behaviors

Abstract

Sustainability problems such as hunger, obesity, unhealthiness, clean water, and the destruction of biological diversity in nature etc. has increased in this century. All over the world, meetings, panels and summits are arranged; researchers who are experts in the field are investigating ways to overcome these problems. Recently, especially after importance of education in sustainable development was pointed out in some reports such as Panel for Education for Sustainable Development arranged in Rio in 1992 or Thessaloniki Decleration, studies has focused on this area. To cope with these problems, in many researches it was stated that identifying the underlying causes should be first aim. However, Teachers generally acknowledge that sustainable development is abstract and difficult to conceptualize. Especially, in science education, awareness of sustainable development plays an important role. Science teachers or pre-service science teachers who will be teacher in near future should be equipped with the necessary competence through professional support to get over the difficulties. Consequently, this research focused on investigating of pre-service science teachers’ beliefs on education for sustainable development and sustainable behaviors. The results of the study showed that pre-service science teachers are aware of importance of ESD and considering results of awareness stage of them, their sustainable behaviors are at good level. Additionally, it was found that relationship between their beliefs and behaviors is moderate level.