ESD at Saxon elementary school
PhD project by Sebastian Lehmann:
Perceptions, attitudes and knowledge of teachers on education for sustainable development (ESD) at elementary school in Saxony - a survey study (working title)
Education for sustainable development can be described as a global social framework that is intended to contribute to a better shaping of our common social future. As an educational concept that is implemented in schools, day-care centers or even in training, education for sustainable development is intended to guide those involved in finding answers to pressing social issues together (National Platform on Education for Sustainable Development, 2017).
ESD should make the effects of one's own actions on the world clear. Pupils should be able to experience possible courses of action for a fairer world in the interplay of ecological, social and economic issues. In addition to their role model function, teachers have an influence on how content is conveyed through the design of lessons and the selection of topics.
As an integrative educational concept, education for sustainable development combines elements of environmental education, global learning and other educational approaches geared towards the goal of sustainable development (Landesamt für Schule und Bildung, 2019).
Research on education for sustainable development at elementary school:
To date, there have only been a few quantitative studies in research on education for sustainable development in Germany that primarily deal with the anchoring of ESD in elementary school.
Seybold and Rieß have carried out studies on the current status of ESD for elementary school in Baden-Württemberg (Seybold & Rieß, 2004, 2005) and Rieß and Mischo for secondary schools (Rieß & Mischo, 2008). The focus was on the knowledge and attitudes of teachers.
In a survey study, Hauenschild, Rode and Bolscho asked teachers at elementary school in Brandenburg, Hamburg, Lower Saxony, Saxony-Anhalt and Schleswig-Holstein, among others, about the opportunities and limitations of integrating ESD into everyday school life (Hauenschild et al., 2010).
For elementary school in the Free State of Saxony, there is as yet no available data on issues relating to the anchoring and implementation of ESD. The doctoral project addresses the research desideratum and aims to show the current status of ESD in Saxon elementary school.
Aim of the research work:
The study aims to provide answers to the following questions: What is the current state of implementation of Education for Sustainable Development at Saxon elementary school? How can aspects of ESD be successfully incorporated and implemented in elementary school? What is needed in terms of knowledge and options for action as well as support for teachers?
The following key questions will be addressed:
- How extensively and in which areas is ESD addressed and implemented in Saxon elementary school?
- How do teachers assess their knowledge with regard to ESD topics?
- How relevant is ESD considered to be for teaching - what role do personal attitudes play in this?
- What conditions promote the implementation of ESD in elementary school?
Studies to ascertain the status quo are often also the basis for educational policy decisions that can support the implementation and promotion of ESD (German Association for Educational Science, Commission "Education for Sustainable Development", 2004).
By evaluating the data collected in the questionnaire, conclusions are to be drawn about the current anchoring of ESD in Saxon elementary school. The evaluation and interpretation of the data should support the further development of ESD at elementary school.
Research design:
- The study is being implemented as part of a quantitative research design.
- The target group of the survey is teachers at publicly and privately funded elementary school in Saxony.
- The survey at the schools is conducted using an online questionnaire.
- The evaluation of the data is planned using the statistical software SPSS.
Supervisor:
Prof. Dr. Martina Knörzer
For further information please contact:
Sebastian Lehmann
Literature:
- German Society for Educational Science, Commission "Education for Sustainable Development". (2004). Research Program "Education for Sustainable Development". Lüneburg, Hanover.
- Hauenschild, K., Rode, H. & Bolscho, D. (2010). Education for Sustainable Development - an opportunity for elementary school? In K.-H. Arnold, K. Hauenschild, B. Schmidt & B. Ziegenmeyer (Eds.), Jahrbuch Grundschulforschung: Vol. 14. Zwischen Fachdidaktik und Stufendidaktik: Perspektiven für die Grundschulpädagogik; [Annual Conference 2009 of the Commission for Primary School Research and Primary School Pedagogy] (1st ed., pp. 173-176). VS Verlag.
- State Office for Schools and Education. (2019). Benchmarks for education for sustainable development. Dresden.
- National Platform Education for Sustainable Development (ed.). (2017). National Action Plan on Education for Sustainable Development: The German Contribution to the UNESCO Global Action Program. Berlin.
- Rieß, W. & Mischo, C. (2008). Development and first validation of a questionnaire to assess systemic thinking in sustainability-relevant contexts. In I. Bormann & G. de Haan (Eds.), Competencies in Education for Sustainable Development (pp. 215-232). VS Publishing House for Social Sciences.
- Seybold, H. & Rieß, W. (2004). Education for sustainable development in elementary school - an empirical study. In U. Carle & A. Unckel (Eds.), Development times (pp. 233-238). VS Verlag for Social Sciences.
- Seybold, H. & Rieß, W. (2005). From environmental education to education for sustainable development? Survey of the current situation at elementary school in Baden-Württemberg. In M. Schrenk (Ed.), Publication series Education for Sustainable Development: Vol. 1. Education for Sustainable Development: Results of empirical studies (pp. 215-234). Kovač.