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Publikation Nr. 3941 - Details Jäkel, L., Kiehne, U. & Frieß, S. (2023). Zur Professionalisierung von Lehrkräften für die Bildung für nachhaltige Entwicklung in Outdoor-Kontexten gehört der Blick auf die Lernenden, Progress in Science Education, 6(3), 94-114. ISSN: 2405-6057 DOI: 10.25321/prise.2023.1433 Abstract Background: The climate change is highly visible within society, but less so are globally biogeochemical flows (N, P) and the decline in biodiversity. Here, planetary boundaries have already been exceeded. At university gardens, pre-service student teachers design authentic learning situations for children on compost, early flowering plants or soil animals in order to understand and practically manage biogeochemical flows and biodiversity. PCK with special consideration of ESD in outdoor contexts has many facets. However, ESD outcomes have only been partially assessed systematically. Purpose: What role do diagnostic components play in outdoor teaching on ESD? The extent to which pre-service student teachers in the teaching profession qualify through courses that are either outdoor or indoor is examined. The achieved learning levels of the children are diagnosed in each case in relation to content. Methods: The developed model "PCK- ESD - outdoor" is applied to situations in teacher training programmes with the tested survey instruments. In addition, student learning outcomes (grades one through six) are examined during and after learning stays. Results: Outdoor seminars are compared with indoor seminars on the same study content. The assessments of factors of PCK of surveyed pre-service student teachers outdoors versus indoors differ in the appreciation of outdoor learning, but not in the competences of subject knowledge (CK). The concrete drawings and texts of the learners in the post-test after outdoor learning situations offer considerable impulses for reflection in a qualitative content-analytical evaluation. Sixth graders' ideas about material cycles are conceptually more differentiated than those of primary school children, but knowledge of species stagnates. Contexts and intensive repetition are effective for learning. Conclusions: For successful ESD, further diagnostic skills need to be developed and precise feedback instruments for learning levels need to be created. Professionalisation (enacted PCK) in the sense of living and action-relevant ESD takes a long time and requires recurrent treatments. Attribute:
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