氏名

Khalifatulloh Fiel'ardh

授与した学位博

士

専攻分野の名称

学術

学位授与番号

博甲第７０８６号

学位授与の日付

令和６年３月２５日

学位授与の要件

社会文化学研究科社会文化学専攻（学位規則第４条第１項該当）

学位論文の題目

Sustainability-Oriented Biology Education: Development of Science Teacher Training
Modules（邦題）サステナビリティのための生物学教育～理科教員養成におけるモジュール開発～論文審査委員

藤井

浩樹

桑原

敏典

キャロル・シャウナ・マリー

宮本浩治

学位論文内容の要旨
1. Introduction
This dissertation focuses on the incorporation of Sustainability-Oriented Biology Education (SOBE) into the trainingof Indonesian prospective science teachers, aiming to intersect biology, sustainability, and teacher education. The central
research question of this dissertation is: "How to effectively conceptualize and implement SOBE into the training ofprospective science teachers in Indonesia?" To address this, the following objectives were proposed:(l) To develop an initial SOBE framework, drawing on existing science curricula and blending traditional biology
education with sustainable development principles.

(2)

To investigate the current status of biology and sustainability education in selected science teacher training

programs in Indonesia, using interviews and surveys.

(3)

To design and test a SOBE teacher training module, aiming to influence prospective science teachers'

understanding and attitudes towards botany and sustainability positively.
The goal of this research is to make a significant contribution to nurture a next generation of science teachers that bothcomprehends and values biodiversity, while advocating for sustainability.

2. Methodology
A pragmatic perspective with a mixed-methods framework is employed to guide the research. The methodologicalapproach involves the utilization of the ADDIE Model, which includes the following stages:(l) Analysis: This stage involves an in-depth study of existing curricula, and interviews and surveys of teachers to identify

potential areas for integrating SOBE.

(2)

Design: Based on the insights gained from the analysis stage, the SOBE module is designed, customized to fit

the Indonesian prospective science teacher training context.

(3)

Development: This stage involves the collaborative development of the SOBE module, integrating expert

feedback from relevant fields.

(4)

Implementation: At this phase, the SOBE module is implemented at an Indonesian teacher training institution

to understand its real-world effectiveness.

(5)

Evaluation: This final phase employs a comprehensive mixed-methods approach for evaluation. Quantitative

data are gathered through questionnaires, while qualitative data are derived from reflective journals and focus group
discussions.
The methodology ensures a systematic and comprehensive approach for the development and evaluation of the SOBE
module, thereby providing a deeper understanding of its impact in the context of science teacher training.

3. Findings
Based on the research question and the purpose of this dissertation, the findings, derived from a mixed-method approachin conjunction with the ADDIE model, can be summarized as follows:(l) Development of SOBE Framework: Upon analyzing the current Indonesian K-13 curriculum, it was found thatsustainability concepts were included but scattered and fragmented across various subject areas. Therefore, an initialframework for SOBE Module was developed to provide a more integrated and systemic approach to teachingsustainability. This framework, drawing inspiration from Mezirow's transformative leaming theory, emphasizes criticalreflection and rational discourse to challenge existing knowledge frameworks and worldviews, thus fostering acomprehensive understanding of sustainability.
(2)

Current State of Biology and Sustainability Education: An examination of the present state of botany andsustainability education identified a diverse range of awareness and confidence among in-service science teachers
concerning sustainability topics. This finding underlines the necessity to enhance both in-service and pre-service
science teachers (PST)' skills and confidence in navigating the complexities of sustainability education. Furthermore,
the survey with prospective science teachers revealed a solid understanding of endemic plants but a lack of knowledge
about invasive species, suggesting an instance of "Plant Awareness Disparity" (PAD). This insight led to the recognitionof the need for experiential learning opportunities to enhance the appreciation of plant diversity.

(3)Intervention Study: Three SOBE-focused teacher training modules was designed and evaluated. The firstmodule, targeting Plant Awareness Disparity (PAD), significantly improves attitudes and understanding concerning
plant biology and ecosystems, reflecting an enhanced appreciation for plant life. The second module addresses Species
Awareness Disparity (SAD) and successfully fosters better mastery of concepts related to species biodiversity,
indicating progress in recognizing the importance of various taxa. The third module extends sustainability principles
to non-scientific audiences, effectively increasing understanding of sustainability practices while also noting thechallenges inherent in interdisciplinary educational approaches. Each module collectively contributes to a more
informed and conscious perception of sustainability issues among participating teacher trainees.

4. Discussion

The implications of the Sustainability-Oriented Biology Education (SOBE) modules are profound and widereaching, suggesting a shift towards a more integrated and holistic approach to biology education. By successfully
incorporating sustainability concepts, these modules have demonstrated the potential to enhance the curriculum's
relevance, engaging students more effectively in environmental issues and fostering a deeper understanding of andcommitment to sustainability. This is especially pertinent in the Indonesian context, where local environmental
challenges and cultural values can be directly addressed through education. Such an approach not only benefits the
PSTs' understanding and appreciation of sustainability but also serves as a vital insight for curriculum developers
and educational policymakers globally. However, the study's focus on the Indonesian educational context may notencompass the full diversity and complexity of global education systems, and its confined participant selection andgeographical reach could limit the broader applicability and understanding of the modules' effectiveness.
Methodologically, while the mixed-methods approach provided a balanced view, there is a need for morecomprehensive approaches, including longer-term studies and deeper qualitative research, to understand thesustained impact and nuances of individual and contextual experiences with the SOBE modules. Therefore, future
research should aim to broaden the geographical and demographic reach, ensuring a diverse and representative
sample that can provide a more holistic understanding of the modules' impact across various educational contexts.
Additionally, there is a need for more comprehensive methodological approaches, including longitudinal studies
and in-depth case studies, to track long-term effects and provide deeper insights into the personal, cultural, andcontextual factors influencing sustainability education. By addressing these limitations and considering theserecommendations, the SOBE modules can be refined and adapted, contributing to a more nuanced, effective, andglobally relevant approach to integrating sustainability into biology education.

論文審査結果の要旨

本論文は,サステナビリティのための生物学教育のフレームワークを設け,それに基づいたモジュールの開発を目的としている。モジュールの開発については,次の 5 段階に従って行っている。また,モジュールの実践及び評価については,インドネシアの理科教員養成課程の学生を対象として行っている。
( 1 )分析段階では,インドネシアの学校における生物学教育の現状を把握するために,理科カリキュラムの分析,現職の理科教員へのインタビュー調査,そして理科の教員養成課程の学生へのアンケート調査を実施している。( 2 )設計段階及び( 3 )開発段階では,分析段階での結果をもとに,関連分野の専門家と協力しながら,「植物多様性」「生物多様性」「学問分野の垣根を越えた生物学」の 3 種類のモジュールを開発している。( 4 )実践段階では,インドネシアの理科教員養成課程の学生が参加した授業を実践している。( 5 )評価段階では,実践したモジュールの有効性を評価するために,授業前後のアンケート調査,学生による振り返りノートの作成
及び集団インタビューを行っている。
得られた知見は,次の通りである。( 1 )分析段階の結果から,サステナビリティの考え方を取り入れた理科教育に大きなギャップが存在すること,そしてモジュール開発が必要であること。( 2 )「植物多様性」に関するモジュールは,学生の植物に対する意識の向上に有効であったこと。( 3 )「生物多様性」に関するモジュール
は,学生の「種の生物多様性」の概念の習得に顕著な改善が見られたこと。( 4 )「学問分野の垣根を越えたモジュール」は,学生のサステナビリティ全般への理解を深めたこと,その一方で,教える内容が複雑になるなど,分野を越えて学習するに際しての課題が浮き彫りになったこと。

審査会では,委員から,開発したモジュールは教員養成課程の既存の生物学教育にサステナビリティの考え方を導入するという新規性を有しており,その教育効果の検証を通して,モジュールの範例を示している点が評価された。また,モジュールにおいて,サステナビリティの社会的側面を学生にどのように理解させるのか,
理系学生と文系学生の教育効果にはどのような違いがあったのかについての質問があり,アルディはこれらの質問に対して適切に対応した。
以上の内容と,予備審査会での指摘を踏まえて論文が改善されていることから,当該学位論文は博士論文としての水準を満たしており,審査委員全員で合格と判断した。