Aligning Science Education with Sustainable Development Goals: Insights from Pre-Service Science Teachers^ Perspectives Pramudya Dwi Arisya Putra, Ferry Budy Prasetya, Albertus Djoko Lesmono, Amar Makruf Bawani
Department of Science Education, Faculty of Education, University of Jeber, Jember, Indonesia.
Abstract
Science serves as the foundation of both scientific understanding and as a critical enabler for achieving Sustainable Development Goals (SDGs). This study employs a survey method to analyse the approaches of pre-service science teachers in developing science learning designs integrated with SDGs programs. The findings indicate that pre-service science teachers may not fully grasp the relevance of SDGs, particularly in science learning, notably within the natural environment domain. Additionally, in the implementation of learning, pre-service teachers underscored the significance of hands-on experience and interactive technology as effective strategies for conveying science concepts aligned with sustainable development goals. Future research endeavours could explore the use of online surveys to capture a wider and more diverse participant pool, ensuring a more representative dataset.
Keywords: Pre-Service Science Teacher, Science Learning, Sustainable Development Goals
