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1.
Ingólfur Ásgeir Jóhannesson Kristín Norðdahl Gunnhildur Óskarsdóttir Auður Pálsdóttir Björg Pétursdóttir 《Environmental Education Research》2011,17(3):375-391
The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was created. The key encourages a holistic view of sustainable development, where economic, environmental and social factors are not treated as separate entities. It was designed to reflect the goals of the United Nations Decade of Education for Sustainable Development (2005–2014) with research on environmental education and education for sustainable development in mind. The key has seven characteristics: values, opinions and emotions about nature and environment; knowledge contributing to a sensible use of nature; welfare and public health; democracy, participation, and action competence; equality and multicultural issues; global awareness; and finally, economic development and future prospects. Using the key, a variety of signs and indicators that provide a space for teachers and schools to deal with issues of sustainable development were identified. 相似文献
2.
Tonic Maruatona 《Studies in Continuing Education》2013,35(2):121-138
This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment. 相似文献
3.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2006,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development. 相似文献
4.
Emmalee Gisslevik Inga Wernersson Christel Larsson 《Scandinavian Journal of Educational Research》2019,63(4):585-604
The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics. 相似文献
5.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher
education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching
student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning
as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators
and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between
theory and practice becomes an element of both teacher educator and researcher development. 相似文献
6.
While we commonly accept that the purpose of schools properly focuses on teaching and learning, the focus of control over these functions has traditionally resided far from the school-site level of the professional, and with the lay board of education. The potential impact of the tension between these arenas of professional control and lay governance as it relates to the development of instructional strategies for addressing issues of student diversity within schools remains largely unexamined. This reviews some new and different models of school governance which have been generated to consider how those models, while continuing to offer a needed lay perspective on public education, may also better accommodate teacher professionalism outcomes for addressing student diversity. 相似文献
7.
8.
Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education 总被引：1，自引：1，他引：1
《Journal of Adventure Education & Outdoor Learning》2007,7(2):97-112
UNESCO's challenge to Higher Education institutions to provide educational leadership in sustainable development, provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more holistic, experiential, interdisciplinary approaches. As a pedagogical approach, outdoor learning may have something to offer since it lends itself to holistic and experiential learning and enables integration of knowledge and skills from a range of discipline areas. Outdoor and environmental education research suggests that educational experiences in outdoor settings can be significant in developing environmental sensitivity and knowledge. Such knowledge and attitudes are components of ecological literacy and, more recently, sustainability literacy. This paper considers how outdoor experiential pedagogy might contribute to the current sustainability education agenda. It focuses on Higher Education since this sector has the obligation and the capability of instigating a 'ripple' effect' in developing sustainability-literate citizens. It discusses possibilities and issues arising from a review of outdoor, environmental and sustainability education literature, particularly, but not exclusively, from the UK. The paper is a precursor to an empirical study into how outdoor learning might contribute to the development of sustainability-literate graduates. 相似文献
9.
张少刚 《现代远程教育研究》2012,(3):14-18
近几年智慧城市和智慧校园理念越来越成为我国许多城市和学校建设的新目标。这一发展趋向为社区教育适应多样化的学习需求拓展了“感知社区构建智慧生活”的创新空间。社区教育i-实验教学模式简称为“i-实验”,又称“建构智慧行动教学模式”,是学习型家庭和学习型社区建设中的“感知教育行动”。“i-实验”的指导思想是以学习者为中心,教育特色是“做中学”,实现路径为愉悦学习、行知互动、大家分享、成果测评。“i-实验”教学模式是政府支持下的公益性活动,在社区和办学单位的组织下,在多功能网络平台上,经过专家的指导,保证各项教学活动健康、持续地开展。 相似文献
10.
Alison Lugg 《Journal of Adventure Education & Outdoor Learning》2013,13(2):97-112
UNESCO's challenge to Higher Education institutions to provide educational leadership in sustainable development, provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more holistic, experiential, interdisciplinary approaches. As a pedagogical approach, outdoor learning may have something to offer since it lends itself to holistic and experiential learning and enables integration of knowledge and skills from a range of discipline areas. Outdoor and environmental education research suggests that educational experiences in outdoor settings can be significant in developing environmental sensitivity and knowledge. Such knowledge and attitudes are components of ecological literacy and, more recently, sustainability literacy. This paper considers how outdoor experiential pedagogy might contribute to the current sustainability education agenda. It focuses on Higher Education since this sector has the obligation and the capability of instigating a ‘ripple’ effect' in developing sustainability-literate citizens. It discusses possibilities and issues arising from a review of outdoor, environmental and sustainability education literature, particularly, but not exclusively, from the UK. The paper is a precursor to an empirical study into how outdoor learning might contribute to the development of sustainability-literate graduates. 相似文献
11.
David Sadker 《Equity & Excellence in Education》2013,46(1):4-8
This study investigates the factors that influence whether teachers with learning disabilities (LD) choose to disclose their disability status within public school settings. Four special education teachers who self-identify as having LD identify and clarify the complex, ongoing issues that “disability disclosure” raises in educational environments. Through narrative, these teachers describe their self-negotiated decisions about why, how, when, and to whom to disclose. Using the metaphor of “the closet,” we make connections between the experiences of people labeled as having learning disabilities and the experiences of people who are gay—exploring their similar positioning in the mainstream as individuals who evaluate the risks and benefits of “coming out.” Drawing upon the emic perspective of teachers with LD, implications for public schools and teacher education programs are discussed. 相似文献
12.
Per Sund 《Environmental Education Research》2015,21(1):24-44
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice. 相似文献
13.
This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the ‘political moment model’ for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe’s theory of the political and various scholars’ work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students’ experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE. 相似文献
14.
While university‐level education is increasingly recognized as an important component of sustainable approaches to development, little empirical research has been done on the impact of sustainability education on student behavior. This study relies on an evidence‐based research approach to better understand how graduate coursework on sustainable development can facilitate learning and transform the perceptions and reported behavior of class participants. Specifically, the authors use ecological footprint analysis in an interdisciplinary graduate‐level course on sustainable development to make statistical conclusions about the degree to which education on sustainability influences students’ daily consumption patterns. The results of this study suggest that graduate‐level education can significantly increase the degree to which students behave in a sustainable manner as measured by their ecological footprints. 相似文献
15.
Greet M.J. Fastré Marcel R. van der Klink Dominique Sluijsmans Jeroen J.G. van Merriënboer 《Assessment & Evaluation in Higher Education》2013,38(5):611-630
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integrated model for developing sustainable assessment skills, consisting of three components: conditions necessary for the development of sustainable assessment skills, elements of sustainable assessment and instructional methods for guiding students in the development of sustainable assessment skills. The article concludes with suggestions for future research to further develop the proposed model. 相似文献
16.
AbstractThis study aims to show how the integration of passive and active learning approaches contributes towards the significant understanding of problems associated with sustainable development. To do this, a case study from the municipality of San Miguel de Achiutla in Oaxaca, Mexico, is used as a general method, with the specific procedure including an instrument based on secondary sources representing the passive learning phase, as well as an instrument created on the basis of primary sources, designed in relation to the active learning component. The passive learning phase enabled us to identify variables pertaining to the highly vulnerable dimensions of sustainable development, and to also detect areas in which there is a deficit of information, since not all data are available, while the active learning phase revealed the causes of vulnerability from the perspective of different agents, including those who experienced the issues directly. In view of the above, we conclude that rather than being exclusive, these two different approaches should in fact be complementary. 相似文献
17.
This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields of practice. Essentially, we argue that the concept of participation has a dual nature: it serves both as an educational ideal and as a teaching strategy. We also explore how the failure to achieve the ideal of ‘true’ participation may serve a positive purpose for the teacher; the acknowledgement that participation is not always as genuine as desired establishes a pedagogical situation where ideals of engaging pupils through true participation can continue to exist side by side with clear signs of a less consequential participation. 相似文献
18.
Stephen Gough 《Environmental Education Research》2002,8(1):61-72
Academic debate continues about the meaning (or lack of meaning) of the terms 'sustainable development' and 'sustainability', and about the nature of any relationship these might have to education and learning. At the same time there are non-academic forums in which certain ideas about sustainable development (or sustainability) are becoming common currency. These are forums in which, typically, policy or compliance issues compel more or less prompt action of one sort or another. Learning is almost always implicit to some degree in such action. In this article, one widely held idea about sustainable development is critiqued in a constructive way, and an approach to thinking about issues of sustainable development and learning (including formal education) advanced. This approach employs a metaphor for possible human interactions with non-human nature that is derived from the world of financial management. 相似文献
19.
Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,27(1):235-253
The arguments in the article are based on the ongoing discourse in the academic community and among stakeholders, which has
contributed to the articulation of the concepts and premises of sustainable development and the role of learning modalities,
technologies and networks. The article draws on this discourse to explore the economic aspects of sustainable development,
focusing on pervasive poverty, and the implications for educational actions. The concepts and underlying premises of education
for sustainable development (ESD) are discussed. The article presents the key elements of an integrated approach to fighting
poverty in the context of sustainable development. The role of learning and education in this integrated approach is outlined,
framing the educational elements within the perspective of lifelong learning. 相似文献
20.
Elaine Chan 《课程研究杂志》2013,45(4):409-423
There is a general consensus that too many US children are entering school without essential readiness skills. However, there is a lack of consensus as to what constitutes readiness and a corresponding lack of consensus as to the type of early childhood experience that is most likely to prepare children for academic success. This paper offers a perspective, grounded in theory and practice, on issues of readiness and education during the preschool and kindergarten years. This perspective involves a view of human development that stresses the role of adult involvement in young children's learning and emphasizes the preschool years as atime for building cognitive skills that will serve as essential foundations for later academic learning. Images drawn from practice in Korean early childhood classrooms illustrate how teacherdirected activities may foster preschool children's development of these essential cognitive foundations in a developmentally appropriate manner. 相似文献