Mike Summers

Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists

Postgraduate student teachers’ conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features (specifically environmental, economic and social factors); and (iii) in contrast to these grounded approaches, examination of the responses in light of a pre-specified framework. Notable findings were: (i) the large numbers recognizing the centrality of environmental (87%), economic (69%) and social (49%) factors—about a third highlighted all three factors (the geographers significantly more so than the scientists), while a further third mentioned two of them; (ii) when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with preservation of diversity, and with uncertainty and precaution in action; (iii) only one response contained an aesthetic element; and (iv) when comparing education for sustainable development with environmental education, the most frequent view identified the former as broader. The findings are related to contemporary literature in the field and some implications for PGCE learning are considered.

Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration

This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionnaire surveys of their school mentors. Key findings are that: schools are not yet well developed as sites for student teacher learning in the domain; student teachers generally have greater understanding of sustainable development than their mentors; geography mentors perceive themselves to be better prepared for mentoring in this area than their science counterparts (who feel ill‐prepared); for both students and mentors, there are significant gaps in understanding of ESD compared with representations found in the literature. Some implications and possible ways forward for interdisciplinary ESD in teacher education partnerships are discussed.

Primary School Teachers' Understanding of Environmental Issues: An interview study

In the light of an increased emphasis on environmental education in revisions of the National Curriculum to be introduced in September 2000, this study used in-depth interviews to explore the understanding of a non-random sample of 12 practising primary school teachers in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teachers, and the use of these as benchmarks for judging understanding. The study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. Some missing concepts and misconceptions are also reported. Although the findings cannot be generalised to all primary teachers, the fairly strong science backgrounds of eight teachers in the sample suggest that some of the difficulties reported may be found more widely. It is suggested that both the basic explanations and the difficulties of understanding displayed by the teachers can usefully inform programmes of professional development for environmental education. An outline of a guide for teacher education adopting this approach is provided.

Some primary‐school teachers’ understanding of the Earth's place in the universe

Abstract This article describes research into primary‐school teachers’ understanding of a strand of the National Curriculum for science, namely ‘The Earths Place in the Universe’. An opportunity sample of 20 teachers varying widely in age, science background and teaching experience was interviewed in depth for about an hour. The interviews covered observations of the sky; explanations for day and night, the seasons, the phases of the moon; the position and movement of the planets; the scale of the solar system; and the relationship between stars, planets and the solar system. The interviews were analysed in two ways. First, each section was examined for all interviews. The frequencies of both the scientific view and various misconceptions were noted. Secondly, each interview was examined as a whole and the mental model of the universe held by that interviewee was extracted. These mental models were grouped and compared with the scientific model. Results are presented as tables summarizing the views encou...

New Student Teachers and Computers: an investigation of experiences and feelings

Abstract This paper reports research conducted into students’ experience of computers, and their feelings about computers, prior to the start of teacher training courses. The sample consisted of three different groups of students: a group entering a college of higher education concerned mainly with primary teacher training to start a four‐year B.Ed. course in September 1987; the equivalent September 1988 intake of the same college; and the September 1988 intake of a university one year secondary PGCE course together with the secondary PGCE intake of the college. The data was collected using a questionnaire containing factual, five‐point self rating and free response items, administered personally by the author to ensure high (90% or more) completion rates. Results for computer experience are presented in terms of frequencies of computer experience in school, undergraduate degree studies and elsewhere (including the home). In the case of feelings about computers, frequencies of positive, neutral and negati...

Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education

In the light of an increased concern for environmental education (especially in the context of sustainable development) in the UK, this study used questionnaire surveys to explore the understanding of 170 practising primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teacher and the use of these as benchmarks for judging understanding. Knowledge of the component parts of these explanations was tested in the questionnaires. Hence the study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. The frequencies of several misconceptions, uncovered in earlier interviews and also included in the questionnaires, are also reported. It is suggested that both the basic explanations and the difficulties of unde...

An Investigation of Some English Primary School Teachers' Understanding of the Concepts Force and Gravity

In light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the ‘interview about instances’ technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; and finally, the teachers’ use of scientific language. Nearly all of the teachers had views of these concepts that were not in accord with generally accepted scientific interpretations—most held views similar to those of children reported by other researchers. Some implications of the findings are discussed.

A survey of primary school teachers’ conceptions of force and motion

Summary This article reports the results of a survey designed to provide some quantitative evidence concerning the extent to which misconceptions about force and motion exist among primary school teachers. To the best of our knowledge, this is the first investigation of its kind carried out in the UK. The survey questionnaire contained statements based on those made by primary teachers about every‐day situations involving forces and motion elicited during an earlier in‐depth interview phase of the research. This questionnaire was administered in person by a member of the research team in schools and at INSET courses, in the autumn term of 1988. Responses were obtained from 159 primary teachers with a variety of different backgrounds, ages and teaching experience. The results showed that nearly all of the respondents held views of force and motion that are not in accord with a Newtonian interpretation. Many of the respondents are best described as ‘naive impetus believers’, in that their beliefs about moti...

Student science teachers’ conceptions of sustainable development: an empirical study of three postgraduate training cohorts

Conceptions of sustainable development were elicited using a questionnaire completed by three cohorts of postgraduate students starting a secondary science teacher‐training course (N = 123). Qualitative responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features; and (iii) in contrast to these grounded approaches, examination of the responses in light of a framework proposed by the UK Panel for Education for Sustainable Development. Notable findings were: substantial numbers recognised the centrality of environmental (72%), economic (53%) and social (31%) factors—but just 15% highlighted all three; when compared with the pre‐specified framework, the aspects of sustainable development largely missing were to do with citizenship, with preservation of diversity, and with uncertainty and precaution in action. The findings are related to contemporary literature in the field and some implications for trainees’ learning are considered.

Starting Teacher Training‐‐new PGCE students and computers

This paper reports an investigation of students’ experience of computers, and their feelings about computers, at the start of a one year secondary postgraduate teacher training course. The students’ perceptions of their knowledge of computers and confidence when starting to learn how to use computers are also reported, along with their ratings of the importance of teachers knowing about computers. Gender differences in these areas are described, and some implications of the results of the research for teacher training are discussed.