A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Student teachers’ views on content knowledge of environmental issues in biological and geoscience subject matters
Tekijät: Yli-Panula, Eija; Banos-Gonzalez, Isabel; Jeronen, Eila; Matikainen, Eila
Kustantaja: Modestum Ltd
Julkaisuvuosi: 2025
Lehti: Interdisciplinary Journal of Environmental and Science Education
Artikkelin numero: e2520
Vuosikerta: 21
Numero: 4
eISSN: 2633-6537
DOI: https://doi.org/10.29333/ijese/17442
Julkaisun avoimuus kirjaamishetkellä: Avoimesti saatavilla
Julkaisukanavan avoimuus : Kokonaan avoin julkaisukanava
Verkko-osoite: https://doi.org/10.29333/ijese/17442
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/508672442
Rinnakkaistallenteen lisenssi: CC BY
Rinnakkaistallennetun julkaisun versio: Kustantajan versio
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.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
Julkaisussa olevat rahoitustiedot:
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.
