Abstract
This study explores elementary school teachers’ knowledge and attitudes toward Education for Sustainable Development (ESD). In addition, the researchers examined the differences and correlations toward participants’ demographic background, education, position in school, school size, and certification in ESD. The research results showed no difference in the participants’ knowledge/attitudes of ESD in different demographic backgrounds, positions in school, and school sizes, but significant correlations existed between participants’ education and certification in ESD. Moreover, educational resources were crucial in enhancing elementary teachers’ ESD. For future studies, gaining participants’ reflections may provide qualitative information about elementary teachers’ ESD. In addition, investigating how participants’ knowledge/attitudes of ESD impact students’ ESD would be a valuable study.
Presenters
Hsing-Wen HuProfessor, Department of Teacher Education, Coastal Carolina University, South Carolina, United States Grant Sasse
Dean of Curriculum, Accreditation and the School of Professional Studies and Applied Sciences, Chadron State College, Nebraska, United States
Details
Presentation Type
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Sustainable development, Education for sustainable development, Attitude of education for
