Student teachers’ views on content knowledge of environmental issues in biological and geoscience subject matters

Abstract

<p>Subject content knowledge (SCK) and pedagogical content knowledge (PCK) are key components of teacher<br>competence that affect teaching and students’ learning and thinking about the future. In this study, SCK and PCK<br>were analyzed from Finnish and Spanish (n = 360) primary school student teachers’ (PSTs) answers using a<br>questionnaire that included environmental problems and teaching sustainability. The answers were analyzed<br>with theoretically guided deductive and inductive content analyses. The PSTs considered it important to teach<br>factual, conceptual, methodological and metacognitive knowledge and skills for solving local, regional and global<br>environmental problems. Critical and evaluative knowledge also appeared, but in rather few answers. The results<br>are discussed regarding the meaning of SCK and PCK and a powerful knowledge of science disciplines, such as<br>biology and the geosciences.<br></p>