Designing and Validating a Sustainability Education Model in the Competencies of Primary School Math Lessons

Document Type : Research Paper

Authors

1 Ph.D. in , Environmental Education, Payame Noor University, Tehran, Iran

2 Professor, Philosophy of Education, Payame Noor University, Tehran, Iran

3 Associate Professor, Department of Mathematics, Faculty of Sciences, Shahid Rajaee Teacher

Abstract

The main issue in the present study is the design and validation of a sustainability education model in the competencies of primary school mathematics courses, an education that build capacity and create comprehensive programs to balance the dimensions of sustainability in mathematics lessons as an educational field to cultivate and discipline and increase the power of thought and logical reasoning along with the growth of mental creativity to achieve a sustainable society with a plan and problem-solving capability. This research is applied in terms of purpose and is a qualitative-quantitative research (mixed) with an exploratory approach. First, the most important components of math lessons stability training were identified and extracted by documentary study method. Cognitive, evaluation and functional categories with 26 sub-categories in mathematical competencies in sustainability education were selected and the proposed model was presented. A questionnaire model with 112 items was designed to validate the main elements. Content validity (CVR) and its reliability were confirmed by Cronbach's alpha and provided to 38 experts. The validation of the proposed model was performed through the PLS structural equation modelling. Based on the findings, the functional dimension had the highest share in explaining the model. Development of knowledge and skills related to communities and environment in " explaining the cognitive dimension," "developing problem solving skills" in the evaluation dimension and" designing effective methods to meet personal needs and inequalities" in the functional dimension, had the highest shares among the other studied components. It also showed that the structural model of sustainability education in primary mathematics courses had a good fit. Therefore, it can be concluded that the inclusion of sustainability concepts in the curriculum in mathematics courses with an interdisciplinary approach can be effective in applying innovative strategies in the learning process and paying attention to problem solving and problem statement in the real world.

Keywords

Main Subjects

References

Akinmola, E.A, (2014). Developing mathematical problem solving ability: a panacea for a sustainable development in the 21st century, International Journal of Education and Research, Vol 2, No 2, 1-8.
Amin, M. S., Permanasari, A., Setiabudi, S. (2018). “Strengthen the student environmental literacy through education with low carbon education teaching materials”, Journal of Physics: Conference Series, 1-6, doi:10.1088/1742-6596/1280/3/032011.
Anggraeni, Y. Abdulhak, I. Rusman, R. (2019). The Development of Mathematics Curriculum to Increase the Higher Order Thinking Skills in The Sustainable Development Goals (SDGs) Era, The 1st Workshop on Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification in conjunction with COMDEV 2018, Medan Indonesia, 26th January 2019, WOMELA-GG, WoMELA-GG 2019, January 26-28, Medan, Indonesia, 3-10.
Baker-Gibson, J. K.; (2016), Integration of Environmental Education in the Mathematics Curriculum: Impact on Student Performance and Environmental Knowledge, Attitudes, and Behaviours, Caribbean Journal of Education (CJE), Vol. 38 No. 1. 51-72.
Bazargan, A. (2009). Mixed research methods: a superior approach to digging into the problems of the education system and solving them, Efficient schools, No. 7, 12-16. [In Persian]
Bedolla-Solano, R., Bedolla-Solano, J. J., Miranda Esteban, A., Adame, O.S. (2020). “Promotion of Sustainability with University Students”, International Journal of Applied Environmental Sciences, Vol. 15, No. 1, pp. 45-62.
Calixto, R. (2018), “An Experience in Environmental Education with University Students”, Journal of Sustainability Education, 18, 1-15.
Cebrián, G.; Junyent, M.; Mulà, I. (2020). Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability, 12, 579.
Chandra Kundu, S. (2018). Mathematical Modeling as A Tool for Sustainable Development, International Journal of Research and Analytical Reviews, Vol. 5, No. 2, 1624-1626.
Clioud, J. (2017). Education for a Sustainable Future: Benchmarks for Individual and Social Learning‖. published by The Journal of Sustainability Education.
Cloud, J. (2014). The Essential Elements of Education for Sustainability (EfS) Editorial Introduction from the Guest Editor, Journal of Sustainability Education, Vol. 6, 1-9.
Decamps, A.; Barbat, G.; Carteron, J. C.; Hands, V., & Parkes, C. (2017). Sulitest: A collaborative initiative to support and assess sustainability literacy in higher education. International Journal of Management Education, 15, 138-152.
Edwards, J. (2016). Socially-critical Environmental Education in Primary Classrooms the Dance of Structure and Agency, Springer International Publishing Switzerland.
Erzengin, O.U., Kete, E.C. (2017). “A study on developing an environmental behavior and attitude scale for university students”. Journal of education and instructional Heather studies in the world, No.2, pp: 49-56.
Fien, J. (2004). Education for sustainability, Studying society and environment: a guide for teachers, 3rd edition / R. Gilbert (ed.), pp. 184-200.
Firoozfar, I., Faghihi, A., Erfani, N., (2020). “Develop Model of Environmental Ethics Based on Caring Thinking through Critical Thinking for the Second Grade of High School Students in Hamadan”, Quarterly Journal of Environmental Education and Sustainable Development, Vol. 9, No.1, 25-40. [In Persian]
Giangrande, N.; White, R.M.; East, M.; Jackson, R.; Clarke, T.; Saloff Coste, M.; Penha-Lopes, G. A. (2019) competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge. Sustainability, 11, 2832.
Haan, G. (2010). The development of ESD-related skills in supporting institutional frameworks. Int. Rev. Educ, 56, 315–328.
Habibi, M. (2014). Environment Education in Mathematics Classroom: As an Effort to Develop the Critical Thinking Skills and for Environmental Sustainability Concerning, Proceeding of International Conference on Research, Implementation and Education of Mathematics and Sciences, Yogyakarta State University, 18-20 May 2014.
Heather L. R., Eduardo S. B., Meta Robinson, J. (2010). Teaching Environmental Literacy Across Campus and Across the Curriculum, Indiana University Press.
Joutsenlahti, J. Perkkilä, P. (2019). Sustainability Development in Mathematics Education: A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “ ”?, Sustainability,11(457), 1-15.
Lafferty, W.M., (2001). Introduction. In: W.M. Lafferty, ed. Sustainable communities in Europe. London: Earthscan, 1–15.
Malekinia, E., Bazargan, A., Feizi, S. (2017). “Presenting an Operational Model for Sustainability Evaluation of Higher Education Institutions: University of Tehran as a Case of Study”, Quarterly Research on Educational Leadership and Management, Vol. 3, No 10, 53-85. [In Persian]
Mauluah, L., Marsigit, A., Nur Wangid, M., (2021). Islamic Environmental Ethics in the Math Learning: Does It Make Sense?, World Wide Journal of Multidisciplinary Research and Development (WWJMRD), 7(6): 19-27.
Mensah, J., (2019). “Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review”, Cogent Social Sciences, 5:1, 1653531.
National Council of Teachers of Mathematics (NCTM), (2000). Principles and Standards for School Mathematics.
Pacheco, J.A.B., Álvarez, M.M.T., Álvarez, M.T.G. (2020). “Sustainable Development in the Economic, Environmental, and Social Fields of Ecuadorian Universities”, Sustainability, 12, 7384, 1-21; doi:10.3390/su12187384
Paul, I., Abraham, C. (2020). “Designing and Experimenting Short Learning Objects (Slos) on Environmental Sustainability: A Practical Platform to Enhance Awareness among Higher Secondary School Students”, Our Heritage UGC Care Listed Journal, Vol. 68, No. 1, 13454-13465.
Rehmeyer J. (2010). Mathematical and Statistical Challenges for Sustainability. Report of a Workshop held November 15-17.
Rieckmann, M. (2012). Future-oriented higher education: Which key competences should be promoted through teaching and university education? Futures, 44, 127–135.
Scott, W., Gough, S. (2003). Sustainable development and learning: Framing the issues. London: Routledge.
Shutaleva, A., Nikonova, Z., Savchenko, I., Martyushev, N. (2020). “Environmental Education for Sustainable Development in Russia”, sustainability, 12, 7742, 1-26. doi:10.3390/su12187742
Sri Yuniarti, Y. Hasan, R. Ali, M. (2019). Competencies of Education for Sustainable Development Related to Mathematics Education in Senior High School, IOP Conf. Series: Journal of Physics: Conf. Series 1179, 1-8, doi:10.1088/1742-6596/1179/1/012075.
Standing Conference of the Ministers of Education and Cultural Affairs of the federalstates/ countries in the Federal Republic of Germany/ Conference of Ministers of Education (2003): Educational standards in mathematics for the secondary school leaving certificate. Bonn.
Sterling, S. (2001) Sustainable Education Re-Visioning Learning and Change (Schumacher Briefings no. 6). Bristol, UK: Green Books.
Tilbury, D., Wortman, D. (2004). Engaging people in sustainability. Cambridge: Commission on Education and Communication, International Union for Conservation of Nature and Natural Resources.
UNECE. (2012). Learning for the Future: Competences in Education for Sustainable Development; United Nations Economic Commission for Europe: Geneva, Switzerland.
Vintere, A. (2017). Implementation of education for sustainable development strategy in mathematics education through stakeholder cooperation. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(9), 90–100.
Wang, G. Zhou, X. Cui, H. (2019). Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research. ECNU Review of Education, 2, 4, 497-514.
Wiek, A.; Lauren, W.; Charles, L.R. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustain. Sci, 6, 203–218.
Williams, S., Robinson, J. (2020). “Measuring sustainability: An evaluation framework for sustainability transition experiments”, Environ. Sci. Policy, 103, 58–66.
Wintz, P. Joong, P. Wintz, G. (2020). Integrating of Environmental Education into the Mathematics Curriculum: Effects on Pupils’ Performance and Environmental Awareness, The Journal of Education and Humanities, Vol. 3, 99-123.
Zeidmane, A. Rubina, T. (2019). Mathematics education for sustainable agriculture specialists, Agronomy Research, 17(1), 295–306, https://doi.org/10.15159/AR.19.007.
 
 
 
 
 
 
 
Journals of Environmental Education and Sustainable Development
Volume 10, Issue 2
March 2022
Pages 19-31

Files

Share

How to cite

Statistics