نبذة مختصرة : Dass die Konzepte BNE und Nachhaltigkeit derzeit noch nicht vollumfänglich im Unterricht genutzt werden, zeigen die Autorinnen in ihrem Beitrag. Am Beispiel des Konzepts nachhaltiger Ernährung beschreiben sie Möglichkeiten für eine lebensnahe und anschauliche Vermittlung von Nachhaltigkeit im Unterricht. (DIPF/Orig.) ; By 2030, SDG Target 4.7 aims to ensure that all learners acquire the knowledge and skills necessary to promote sustainable development (UN 2015). For elementary school, food-related topics offer a real-life teaching of sustainability. They enable learners to “actively participate in the analysis and evaluation of unsustainable development processes [and] to orient themselves to criteria of sustainability in their own lives” (de Haan 2008, 31). To date, there is a lack of evidence on how ESD is taught through food-related topics in interdisciplinary science and social studies lessons. Since teachers’ beliefs and values considerably influence their teaching actions (Baumert & Kunter 2006), the presented guided interview study deals with the question of which epistemological beliefs teachers have about the implementation of sustainable nutrition. The evaluation by means of content-structuring qualitative content analysis (Kuckartz 2018) shows, that learning content is particularly focused on health assessment as well as the origin and preparation of food and that sustainable aspects play a subordinate role. (DIPF/Orig.)
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