Abstract:

Theoretical frame:
In this paper, we report about the promotion of ESD competences and Sustainability Literacy (SL) within the master study programme of ongoing biology teachers at the University of Bremen. Starting from a literature recherché on the epistemological aspects of SL we examine different scenarios of complex and controversial socio-scientific issues in the context of biodiversity change and climate change. We argue for a complexity of content, context, and methods in understanding of current problems in the field of Education for Sustainable Development (ESD).

Focusing on a model of project learning which includes subject knowledge related, dialogical and reflective approaches we develop a complex seminar programme (one semester, 180 hours work load) to different future challenges such as „Future change Woods and Forests“ and „Future change Agriculture“. We call the programme „INQUIRE for Teacher Students“ (Inquiry based Teacher Education for a Sustainable Future).

The programme comprises three modules:
In the first module subject („Information“) knowledge in regard to biodiversity loss and climate change, climate and ice, and agriculture/forest management and soil is promoted via expert talks, experiments, excursions and discussions. In addition, models to diagnose and promote the ESD competences for system thinking, valuing and decision making. The participants learn new methods of ESD such as role plays, future conferences, IBSE (Inquiry based science education), Educational Escape Games and digital tools such as Reflectories.

In the second module („Didactics“) information about Agenda 2030, the curricular orientation frame for its implementation and connections of ESD and the current local school curricula is given. Based on these information the teacher students develop in teams (each team with three to four participants) teaching and learning materials for school students of the upper secondary level with the goal to promote and evaluate ESD competences.
In the third module („Conduction and Evaluation“) the teacher students conduct their self-developed teaching and learning material. Therefore, they invite the school classes to come to the University Bremen and participate in the 4-6 hours lasting ESD projects.

Research questions and research design:
During the last two years we conduct the INQUIRE programme with 63 teacher students. Our focus on research comprises aspects of
- promotion of the participants´ ESD competences subject thinking, valuing and decision making and acting for sustainable development;
- the participants´ Sustainability Literacy (SL) at the end of the seminar

The data are based on written team portfolios (teaching and learning materials, guidelines for teachers, team reflections), and individual reflections about the own professional development. In addition, the developed teaching and learning materials are analysed.
The analyses are based on qualitative methods according to the paradigm of the Qualitative Content Analysis (Mayring, 1998).

Findings and Discussion:
The findings demonstrate a heterogeneus picture about the ESD competences of the participants: especially sub dimensions of system thinking (system organisation, system development) are promoted. The diagnose competences regarding the ESD dimensions are promoted. The Sustainability Literacy of the participants in general in a medium level.

Acknowledgement:
The project is part of the Horizon 2020 project RESBIOS (contract number 872146).

Keywords:

Sustainabilty, literacy, science education, higher education, biology.