The teaching of environmental sustainability was explored in five sections of an elementary
social studies methods course with pre-service teachers. Using surveys and structured
discussions, we identified pre-service teachers’ beliefs about environmental sustainability in
response to prior experiences, course readings, films, guest lecture, and group activities (e.g.,
simulations). Findings suggest the subjects’ knowledge of environmental sustainability
increased as a result of the course. They believed environmental sustainability is a significant
global issue meriting attention in the elementary classroom; however, they felt ill prepared to
teach sustainability issues to young children in developmentally appropriate ways. Finally, preservice
teachers expressed caring about improving their own consumer behaviors and sought
concrete solutions from others in order to do so. Implications for elementary social studies
education are discussed.
The teaching of environmental sustainability was explored in five sections of an elementarysocial studies methods course with pre-service teachers. Using surveys and structureddiscussions, we identified pre-service teachers’ beliefs about environmental sustainability inresponse to prior experiences, course readings, films, guest lecture, and group activities (e.g.,simulations). Findings suggest the subjects’ knowledge of environmental sustainabilityincreased as a result of the course. They believed environmental sustainability is a significantglobal issue meriting attention in the elementary classroom; however, they felt ill prepared toteach sustainability issues to young children in developmentally appropriate ways. Finally, preserviceteachers expressed caring about improving their own consumer behaviors and soughtconcrete solutions from others in order to do so. Implications for elementary social studieseducation are discussed.
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