Missing concordance between knowledge and efficacy among Danish science teacher students regarding education for sustainable development

Nordic Studies in Science Education Pub Date : 2020-08-13 DOI:10.5617/nordina.6598

M. Hansen, Martin Krabbe Sillasen

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引用次数: 3

Abstract

We conducted a nation-wide survey of Danish science teacher students specializing in science subjects, in order to investigate their knowledge, attitude and self-efficacy on central aspects of education for sustainable development. Our study finds, in accordance with previous publications, a high degree of positive attitude towards the importance of teaching sustainability, and a significant positive correlation between self-efficacy and self-assessed knowledge about the topics in the survey. However, in our study both self-efficacy and self-assessed knowledge correlate negatively with actual knowledge, indicating that some of our participants are subject to an overinflated self-assessment while others may underestimate their proficiency within the topics. In cognitive psychology, this phenomenon is known as the Dunning-Kruger effect, and we discuss its implications for how best to ensure quality in education for sustainable development in our schools. Mette Hesselholt Henne Hansen is senior lecturer at VIA University College. Her background in evolutionary genetics has fueled a strong interest in quantitative approaches in educational research. She is particularly interested in Education for Sustainable Development (ESD), teaching biodiversity, and the role of inquiry and PBL approaches towards reinforcing scientific literacy. Martin Krabbe Sillasen is docent in science didactics at VIA University College. He has 22 years’ experience with preand in-service teacher training. His research interest focuses on science teachers’ professional development, teachers’ engagement in educational change processes, inquiry based learning, STEM-didactics, Education for Sustainable Development (ESD) and the use of ICT and modelling in science education. METTE HESSELHOLT HENNE HANSEN VIA University College, Silkeborg, Denmark mhhh@via.dk MARTIN KRABBE SILLASEN VIA University College, Silkeborg, Denmark msil@via.dk

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丹麦科学师范生在可持续发展教育方面缺乏知识与效能的一致性

我们对专门从事科学科目的丹麦科学教师学生进行了一项全国性调查，以调查他们对可持续发展教育核心方面的知识、态度和自我效能。根据之前的出版物，我们的研究发现，人们对教学可持续性的重要性持高度积极的态度，自我效能感和对调查主题的自我评估知识之间存在显著的正相关。然而，在我们的研究中，自我效能感和自我评估知识都与实际知识呈负相关，这表明我们的一些参与者的自我评估过度，而另一些参与者可能低估了他们在主题中的熟练程度。在认知心理学中，这种现象被称为邓-克鲁格效应，我们讨论了它对如何最好地确保学校可持续发展的教育质量的影响。Mette Hesselholt Henne Hansen是VIA大学学院的高级讲师。她的进化遗传学背景激发了人们对教育研究中定量方法的强烈兴趣。她对可持续发展教育（ESD）、生物多样性教学以及探究和PBL方法在加强科学素养方面的作用特别感兴趣。Martin Krabbe Sillasen是VIA大学学院的科学教学法讲师。他有22年的教师岗前和在职培训经验。他的研究兴趣集中在科学教师的专业发展、教师参与教育变革过程、基于探究的学习、STEM教学法、可持续发展教育（ESD）以及在科学教育中使用ICT和建模。METTE HESSELHOLT HENNE HANSEN VIA大学学院，丹麦Silkeborgmhhh@via.dkMARTIN KRABBE SILLASEN VIA丹麦西尔克堡大学学院msil@via.dk

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来源期刊

Nordic Studies in Science Education Social Sciences-Education

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0.70

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0.00%

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