A1 Refereed original research article in a scientific journal
Student teachers’ views on content knowledge of environmental issues in biological and geoscience subject matters
Authors: Yli-Panula, Eija; Banos-Gonzalez, Isabel; Jeronen, Eila; Matikainen, Eila
Publisher: Modestum Ltd
Publication year: 2025
Journal: Interdisciplinary Journal of Environmental and Science Education
Article number: e2520
Volume: 21
Issue: 4
eISSN: 2633-6537
DOI: https://doi.org/10.29333/ijese/17442
Publication's open availability at the time of reporting: Open Access
Publication channel's open availability : Open Access publication channel
Web address : https://doi.org/10.29333/ijese/17442
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/508672442
Self-archived copy's licence: CC BY
Self-archived copy's version: Publisher`s PDF
Subject content knowledge (SCK) and pedagogical content knowledge (PCK) are key components of teacher
competence that affect teaching and students’ learning and thinking about the future. In this study, SCK and PCK
were analyzed from Finnish and Spanish (n = 360) primary school student teachers’ (PSTs) answers using a
questionnaire that included environmental problems and teaching sustainability. The answers were analyzed
with theoretically guided deductive and inductive content analyses. The PSTs considered it important to teach
factual, conceptual, methodological and metacognitive knowledge and skills for solving local, regional and global
environmental problems. Critical and evaluative knowledge also appeared, but in rather few answers. The results
are discussed regarding the meaning of SCK and PCK and a powerful knowledge of science disciplines, such as
biology and the geosciences.
Downloadable publication This is an electronic reprint of the original article. |  |
Funding information in the publication:
This work was supported by the Grant PID2019-105705RA-I00 funded by MCIN/AEI/10.13039/ 501100011033 and by the Moving Minds Program of the University of Murcia.
