Toward Ecologically Just Societies: Researching Preservice Teachers' Scientifically Literate Action

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-23 - Preservice Teacher Education

Abstract

This paper contributes to theory for researching applied dimensions of scientific literacy and to understanding ways to promote preservice teachers’ sense of responsibility for education for sustainability (EfS). EfS is one of the most effective means we have of bringing about the changes needed for the transition to sustainability. However, previous research suggests knowledge is not the most import factor in the development of applied dimensions of scientific literacy, such as pro-environmental engagement. We present findings from our investigation of pre-service teachers' development as scientifically literate citizens to show how their pro-environmental engagement is limited and promoted through existing discourses, and to argue that individualistic conceptions of the mind and knowledge are inadequate for researching pro-environmental engagement.

Authors

• Jennifer Lynne Martin, The Australian Catholic University

• Lyn Catherine Carter, Australian Catholic University