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Outdoor Science Approach with Peer Tutoring at University Level as an Example of Implementing Sustainable Development Strategies

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  • Branka Radulović

    (Department of Physics, Faculty of Sciences, University of Novi Sad, Trg Dositeja Obradovića 4, 21000 Novi Sad, Serbia)

  • Milanka Džinović

    (Teacher Education Faculty, University of Belgrade, Kraljice Natalije 43, 11000 Belgrade, Serbia)

  • Danimir Mandić

    (Teacher Education Faculty, University of Belgrade, Kraljice Natalije 43, 11000 Belgrade, Serbia)

  • Mirsada Zukorlić

    (Teacher Education Faculty, University of Belgrade, Kraljice Natalije 43, 11000 Belgrade, Serbia)

  • Gorana Starijaš

    (Teacher Education Faculty, University of Belgrade, Kraljice Natalije 43, 11000 Belgrade, Serbia)

Abstract

(1) Background: Education for sustainable development emphasizes the need to train future teachers to apply effective approaches to ensure the implementation of the Sustainable Development Goals defined by the 2030 Agenda. (2) Methods: The research aim was to determine empirical data to introduce an outdoor science teaching approach with peer tutoring to teacher candidates through its impact on their performance, i.e., achievement, perceived mental effort, and opinion on the applied approach. The applied approach represents the integration of physics and geography through the elective course homeland geography at the Faculty of Teacher Education in Belgrade. Students performed outdoor measurements of physical quantities in created tasks. The tasks aimed to engage students’ spatial thinking and critical observation skills, whereas the use of verbal skills and content presentation skills was encouraged through peer tutoring. (3) Results: The research results showed a positive impact of an outdoor science teaching approach with peer tutoring on students’ achievement. Additionally, we found that perceived mental effort decreases with the use of this approach. Lower mental effort indicated more space in working memory, which can be used for processing new information. Therefore, obtained results indicated that the applied teaching approach is suitable for students. (4) Conclusions: The obtained results should incentivize other faculties that train future teachers to apply an outdoor teaching approach with peer tutoring. As a result of preparing future teachers in a way that promotes awareness of sustainable development and the local environment, it can be expected that young people will be more interested in solving these important issues because they will see them in their environment and be connected to them.

Suggested Citation

  • Branka Radulović & Milanka Džinović & Danimir Mandić & Mirsada Zukorlić & Gorana Starijaš, 2023. "Outdoor Science Approach with Peer Tutoring at University Level as an Example of Implementing Sustainable Development Strategies," Sustainability, MDPI, vol. 15(6), pages 1-13, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5196-:d:1097832
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    References listed on IDEAS

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    1. Savas Pamuk & Rıdvan Elmas & Yakup Saban, 2022. "A Modeling Study on Science Teachers’ Sustainable Development Knowledge, Attitudes and Practices," Sustainability, MDPI, vol. 14(16), pages 1-14, August.
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    3. Anna Shutaleva & Zhanna Nikonova & Irina Savchenko & Nikita Martyushev, 2020. "Environmental Education for Sustainable Development in Russia," Sustainability, MDPI, vol. 12(18), pages 1-26, September.
    4. Fermín Sánchez-Carracedo & Francisco Manuel Moreno-Pino & Daniel Romero-Portillo & Bárbara Sureda, 2021. "Education for Sustainable Development in Spanish University Education Degrees," Sustainability, MDPI, vol. 13(3), pages 1-24, January.
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