The ‘Concept-As-a-Tool’ Strategy for Familiarizing Young Children with the Idea of Sustainability

This paper concerns a three-cycle design research that explores the feasibility of designing a learning environment that could support preschoolers to (a) build basic ecological knowledge and (b) develop familiarity with the concept of sustainability and other socio-environmental concepts that might contribute to their socio-environmental awareness. We focus on the third research cycle, emphasizing the implementation of the learning environment and the resulting ‘design theory’ for combining biology and sustainability education at young ages. Grounded in constructivism, our design utilizes approaches like ‘problem-posing,’ ‘possible futures,’ and ‘problem seekers–problem solvers–action takers’ as design principles. Qualitative and quantitative analysis of the pre-/post-interviews with the 30 participating preschoolers indicated improvements in their ecological understanding as well as in their familiarity with sustainability-related concepts. Moreover, the iterative design process led to the articulation of the ‘Concept-As-a-Tool’ (CAT) strategy, a design theory that conceptualizes sustainability as a decision-making tool connecting ecological knowledge and socio-environmental action-oriented thinking in early childhood education. The findings provide initial support for this design theory within the context of the present study.