Kernidee Umweltbildung am außerschulischen Lernort Bauernhof - Eine Evaluation von Wissen und Einstellungen angehender Biologielehrkräfte zur Landwirtschaft und der agrarischen Umweltbildung
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Abstract
Title: Core idea of environmental education on the farm as extracurricular learning location -
An evaluation of knowledge and attitudes of future biology teachers towards agriculture and agri-environmental education
Abstract:
Environmental education is regarded as one of the indicative goals of biology lessons and as an essential interdisciplinary educational task. However, meta-analyses of empirical studies on the impact of environmental education make clear, that although environmental knowledge increases as a result of teaching, this does not automatically imply environmentally conscious action (Rost 2002, Brämer 2010, Unterbruner 2013). Consequently, modern environmental education should take place on several levels and thus, according to the seven-step model (Janssen 1988, Klee and Berck 2005), gradually lead to a reduction of the discrepancy between environmental knowledge and environmental action (Kuckartz and Rheingans-Heintze 2006).
Based on these research desiderata, a study-accompanying intervention measure with a questionnaire as a measuring instrument for the evaluation of pre-concepts, expertise and attitudes of future biology teachers towards agriculture and agrarian environmental education will be developed. Key points of the survey are among others: What images exist in the minds of future biology teachers (aBLK) about the learning location farm and German agriculture? What level of expertise can be assumed? Where can teachers of agriculture gather information about agriculture? What are the attitudes of teachers of agriculture in Germany and agrarian environmental education?
Within the framework of a triangulative pre-post design, the effectiveness of the intervention is examined under the following guiding question: Can the knowledge and attitudes of future biology teachers on agriculture be professionalised or changed by a curricularly integrated study module on agrarian environmental education?
For this purpose, the study module ProfiWerk-Biologie - Lernort Bauernhof (Learning Location Farm) was constructed within the framework of the nationwide initiative "Qualitatsoffensive Lehrerbildung" (Quality Initiative for Teacher Training), in which future biology teachers learn how to generate the indicative goals and interdisciplinary educational tasks of environmental education and then model action-oriented learning tasks.
ProfiWerk-Biologie-Lernort Bauernhof also forms the centerpiece of the intervention measure of this study. One of the higher-ranking objectives is to evaluate the development and growth of expertise in agriculture and agri-environmental education in the agricultural sector. On the other hand, an intervention study within the framework of teaching-learning research is to investigate the extent to which didactic offers from universities can influence selected variables of the professionalism of future teachers. These include, for example, skills within the competence areas of assessment and innovation (KMK 2014).
The results of the study show that teachers associate very contrasting images with the farm as a place of learning and German agriculture. The diagnosed pre-concepts suggest that the origin and production methods of our food are often unknown and that these are often transformed by media-staged images.
The results of the study also show that modern environmental education measures should be conceived holistically by pursuing an additive increase in competence in the form of the seven-step model, but always accompanied by flexible, interactive and intuitive reflection processes. As a result, a broadly diversified specialist knowledge can be built up and the area of experience can be included by encountering nature. In addition, values, ethical reflection and action components are also included.
The conception and application of this intervention measure accompanying the study is used to obtain empirically based recommendations for a constructivist didactics and development-oriented conception of environmental education. In summary, this research project is thus an example of an environmental biological approach in the focus of educational theory research and professional implementation in the transdisciplinary overlapping area of science and didactics.
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Dates
Created: 2020Issued: 2021-09-16Updated: 2021-09-16
Faculty
Fachbereich Biologie
Publisher
Philipps-Universität Marburg
Language
ger
Data types
DoctoralThesis
Keywords
future biology teachersextracurricular learning locationenvironmental education
DFG-subjects
DidaktikUmweltbildungBiologielehrkräfteaußerschulische Lernorte
DDC-Numbers
570
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Grenz, Nina-Mareen: Kernidee Umweltbildung am außerschulischen Lernort Bauernhof - Eine Evaluation von Wissen und Einstellungen angehender Biologielehrkräfte zur Landwirtschaft und der agrarischen Umweltbildung. : Philipps-Universität Marburg 2021-09-16. DOI: https://doi.org/10.17192/z2020.0475.
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This item has been published with the following license: In Copyright