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Published VersionCC BY V4.0, Open Access
Journal article
An exploration of how teachers’ attitudes to global learning can be used to inform primary science education
International Journal of Development Education and Global Learning, Vol.12(2), pp.121-132
2020
Abstract
This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.
Details
- Title
- An exploration of how teachers’ attitudes to global learning can be used to inform primary science education
- Authors
- Amy Strachan (Corresponding Author) - St Mary's University Twickenham London
- Publication details
- International Journal of Development Education and Global Learning, Vol.12(2), pp.121-132
- Publisher
- U C L Press Ltd.
- Date published
- 2020
- DOI
- 10.14324/IJDEGL.12.2.04
- ISSN
- 1756-5278; 1756-526X
- Copyright note
- © 2020 Strachan. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/ which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99993597502621
- Output Type
- Journal article
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