TY - CHAP
T1 - School Practices and Environmental Knowledge
AU - Meinck, Sabine
AU - Strello, Andrés
AU - Liaw, Yuan Ling
AU - Strietholt, Rolf
AU - Baghaei, Purya
PY - 2025/1/11
Y1 - 2025/1/11
N2 - In this chapter, factors of the intended and implemented curriculum, including school practices, as a basis for knowledge acquisition and development of attitudes and behaviors regarding environmental issues, are investigated. Responses from the Trends in International Mathematics and Science Study (TIMSS) 2019 national curriculum questionnaire, and the school leader and teacher questionnaires are used for the analysis. Despite the intended coverage of environmental topics being universally relatively high, large variation across countries is revealed. Further, a profound misalignment in the intended and implemented curriculum in all TIMSS 2019 participating educational systems is identified. Additionally, notable differences in teaching approaches fostering the effectiveness of instruction regarding environmental knowledge, and for environmentally conscious behavior, are presented, as well as issues regarding shortages of required equipment. The analysis provides important evidence concerning factors associated with students’ acquisition of essential knowledge for shaping a sustainable future. Several countries may need to review their intended curriculum if they are committed to educating their students for environmental sustainability and enforce their implementation. They also should consider the promotion of teaching methods that encourage scientific investigation and foster pluralistic, action-oriented classroom practices, and address shortages in equipment necessary to support these methods.
AB - In this chapter, factors of the intended and implemented curriculum, including school practices, as a basis for knowledge acquisition and development of attitudes and behaviors regarding environmental issues, are investigated. Responses from the Trends in International Mathematics and Science Study (TIMSS) 2019 national curriculum questionnaire, and the school leader and teacher questionnaires are used for the analysis. Despite the intended coverage of environmental topics being universally relatively high, large variation across countries is revealed. Further, a profound misalignment in the intended and implemented curriculum in all TIMSS 2019 participating educational systems is identified. Additionally, notable differences in teaching approaches fostering the effectiveness of instruction regarding environmental knowledge, and for environmentally conscious behavior, are presented, as well as issues regarding shortages of required equipment. The analysis provides important evidence concerning factors associated with students’ acquisition of essential knowledge for shaping a sustainable future. Several countries may need to review their intended curriculum if they are committed to educating their students for environmental sustainability and enforce their implementation. They also should consider the promotion of teaching methods that encourage scientific investigation and foster pluralistic, action-oriented classroom practices, and address shortages in equipment necessary to support these methods.
KW - Environmental knowledge
KW - Implemented curriculum
KW - Intended curriculum
KW - Trends in International Mathematics and Science Study (TIMSS)
UR - https://www.scopus.com/pages/publications/85218016243
U2 - 10.1007/978-3-031-76033-4_6
DO - 10.1007/978-3-031-76033-4_6
M3 - Book chapter
AN - SCOPUS:85218016243
SN - 9783031760327
VL - 16
T3 - IEA Research for Education
SP - 77
EP - 98
BT - Knowledge and Willingness to Act Pro-Environmentally
A2 - Isac, M. M.
A2 - Sandoval-Hernandez, A.
A2 - Sass, W.
PB - Springer
CY - Cham, Switzerland
ER -