Teachers concepts in biology classes between environmental education and education for sustainable development

This study did originate from the interest in how biology teachers act at the meeting point of environmental education and sustainable development. The goal was to identify qualitatively differentiable concepts of biology teachers concerning their environmental classes as well as the dissemination of the concepts in Germany. It can be argued that didactic concepts depend on intuitive curricula which are linked with teachers preconceptions about environmental issues and their views on education and society. Moreover, six different teaching concepts can be distinguished and described qualitatively on a continuum ranging from ecology in the narrow sense to education for sustainable development.