Abstract
Perhaps the largest lesson in our time is to teach students how to sustain our world’s resources while improving well-being for people all over the world. Integrating the Sustainable Development Goals (SDGs) with the curriculum for K-12 education would help middle students understand why the world’s resources are important, how the world should be treated and protected, and how they play a vital role in its future. However, there is a lack of curriculum material to put into practice regarding SDGs at K-12 levels. This study set out to address this need through design-based research, leading to the development and evaluation of the application of a learn–think–act approach-based Sustainable Development Goals (SDGs) unit. This unit was implemented over 8 weeks to help enhance middle school students’ SDG knowledge. Participants were a group of 20 7th grade students attending an environmental education and climate change elective course at a public school in Turkey. Data on SDG knowledge were collected from students through semi-structured interviews before and after the application of the unit. Transcriptions of the interviews were analyzed with deductive content analysis based on the rubric. The results revealed that a learn–think–act approach-based Sustainable Development Goals unit enhanced middle school students’ SDG knowledge.
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