A Study of Preservice Science Teachers’ Articles: What do They Think the Educational Goal in SDGs should be Focused on?

Abstract

This study aimed at mapping scientific ideas and conceptual knowledge and expectation of the preservice science teachers (PSTs) towards educational research in SDGs context. Analysis of PSTs’ articles and structured interview were performed to gather the information from 13 participants involved in this research. The data were analysed descriptively with the aid of NVivo 12 plus software. Three dimensions of analysis were carried out consisting of the definition, the importance, and the expectation of SDGs. The results indicate that PSTs put their ideas mostly on learning media, learning model, infrastructure, and teacher competencies. In terms of conceptual knowledge of SDGs, PSTs view SDGs as a set of continuous improvement of resources that should accommodate student skills, technology, knowledge, attitude, resources, research, and equality for creating quality education. These were gained after the PST involved in certain activities of teaching practices and managing references to accomplish their manuscript during Science, Environment, Technology, and Society (SETS) course. As a result, the degree of understanding is inherently related to the educational problems in which they were engaged to initiate solutions.

Keywords

• sdgs
• quality education
• teaching-learning process
• sets