Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile
Author:
Affiliation:
1. Escuela de Pedagogías en Ciencias Naturales y Exactas, Faculty of Education Sciences, Universidad de Talca, Linares, Chile
Funder
Agencia Nacional de Investigación y Desarrollo
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13504622.2023.2193688
Reference62 articles.
1. Measuring student teachers’ understandings and self-awareness of sustainability
2. Analysing teachers’ translation of sustainability using a PCK framework
3. Levinas and an Ethics for Science Education
4. Understanding Sustainable Development
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1. Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile;Cultural Studies of Science Education;2024-07-02
2. Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education;Science & Education;2024-03-23
3. Alternative Conceptions About Climate Change in a Group of Teachers in Chile: Are Science Teachers More Knowledgeable Than Non-Science Teachers?;ECNU Review of Education;2023-11-07
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