Research Information System
2021 NARST ANNUAL INTERNATIONAL CONFERENCE, Florida/Online, United States Of America, 7 - 10 April 2021, pp.1-8, (Full Text)
Teachers play a significant role in the inclusion of Education for Sustainable Development (ESD) practices into the science curriculum. Their significant life experiences (SLE), knowledge about sustainable development, and attitudes towards sustainable development were investigated as the possible predictors of ESD teaching practices by controlling their school environment as a facilitator. All the data were collected through two online links questionnaires from 376 science and classroom teachers from 107 schools. The first data collection toolset was Significant Life Experience Form (16), Knowledge about Sustainable Development Scale (9), Attitude towards Sustainable Development Scale (30) and Education for Sustainable Development Practices Scale (25) respectively and the first pack was consisted of a total number of 80 items. The second data collection tool is the school environment checklist with 26 items. Hierarchical linear modeling (HLM) was used to test the proposed model because of the nested structure of the sample. The results of the hierarchical linear modeling (HLM) analyses revealed that teachers’ SLE and attitudes were the predictors of ESD teaching practices. Besides, their knowledge about sustainable development and their school environment were not significantly associated with teachers’ ESD practices.