An Agent of Change: Education for Sustainable Development (ESD) Carried Through Situated Learning Model
Keywords:
Tangible, Non-tangible, Artifacts, SLM, Sustainability, STEM, Enviro-communeAbstract
This study has provided an application of the Situated Learning Model (SLM), which has proved to be an agent for change toward Education for Sustainable Development (ESD), a strategy used in a university course, i.e., General Science. Correctly speaking, it has described the development and evaluation of a Situated Learning Model (SLM) implementation in the subject of General Science during the Fall semester, B.Ed. (Elementary Education), session 2022-2026, taught at a renowned Public Sector University, Lahore (Pakistan). Fifty-seven students have participated in the present research study voluntarily. Pretest and posttest experimental research methodologies were employed to assess the appropriateness of the SLM as an ESD technique, which resulted appreciating proportion of knowledge about SDGs among students. Furthermore, the participation of students in SLM has made them aware of community benefits that how to maintain enviro-commune friendliness. This research has shown that SLM teaching methodology is becoming a more important tool for tangible and non-tangible competencies and awareness of the environment. Since conceptual knowledge is non-tangible and later becomes tangible in the form of disposal/solution of an emergent, unseen need to be worked out in real life and the EDS regime.
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