Rozwój pozaprzedmiotowych kompetencji środowiskowych i zrównoważonego rozwoju – koncepcje dydaktyczne nauczycieli biologii

Scientific literacy, environmental literacy and sustainable development literacy are teaching concepts which deal with the development of specialized, non‑subject, action‑oriented competencies. This article asks which of them are specific to biology teachers. To examine this problem, a study among teachers was conducted in Germany, and later compared with a similar one conducted in Sweden. Case studies revealed six groups of teachers representing different approaches to environmental biology: conservative, minimalist, traditional, new, ambivalent and pluralist. Studies conducted in Sweden identified yet another concept defined as „theoretical environmental biology”. The article explicitly presents the stages and methodology of the study and describes the results for each teaching concept.