PRE-SERVICE TEACHERS’ CARING ABOUT SUSTAINABLE DEVELOPMENT GOALS FOR TURKEY AND FOR THE WORLD AND THEIR COMPETENCE IN ASSOCIATING THE GOALS WITH THE LEARNING OUTCOMES IN THE CURRICULUM

Abstract

This study aims to determine pre-service science teachers’ caring about the 2030 Sustainable Development Goals (SDG) for Turkey and for the world and their levels of competence in associating the SDG-related learning outcomes in the curriculum with these goals. The study employed the survey model, which is a descriptive research method. The study group consists of 60 pre-service science teachers. The data were collected through forms developed by the researchers, and descriptive statistics were used in the analysis of the data. The participating pre-service teachers regard SDG “very important” for both Turkey and the world. According to the findings of the study, there are gender-based differences between the pre-service teachers in terms of caring about SDG for Turkey and for the world. While nearly half of the pre-service teachers regard themselves partially competent in matching the learning outcomes in the science curriculum with SDG, they have some deficiencies in practice. To eliminate the pre-service teachers’ deficiencies on sustainable development, the study recommends making adjustments in the curriculum implemented in Turkey with regards to the concept of sustainable development.

Keywords

• environment education
• pre-service teachers
• science curriculum
• sustainable development
• sustainable development goals