Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development     

Laurence Simonneaux  Jean Simonneaux 《Cultural Studies of Science Education》2009,4(3):657-687

In this article, we study third-year university students’ reasoning about three controversial socio-scientific issues from the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France, wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations and of socio-scientific reasoning. Students’ reasoning varies according to the issues, in particular because of their emotional proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance and the place given to politics.

Laurence SimonneauxEmail:

---

Laurence Simonneaux   is a professor at the Ecole Nationale de Formation Agronomique in France. She is head of a research department in science and agronomy education. She led several research programmes on biotechnology education and socially acute questions in education. Her academic background is engineer in agronomy and her PhD relates to formal and informal education on animal biotechnology. She has coordinated several books dealing with debates, argumentation and the teaching of socially acute questions. Laurence Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. She returned to academic study while she was teacher. Jean Simonneaux   is a lecturer at the Ecole Nationale de Formation Agronomique in France. He is a specialist of socially acute questions in economy education. His academic background is interdisciplinary: agronomy, geography, sociology and economy. His doctorate relates to geographical, sociological and economical aspects in rural tourism. Jean Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. He returned to academic study while he was teacher.  相似文献   

Impact of an educational development programme on teaching practice of academics at a research‐intensive university     

Francois J. Cilliers  Nicoline Herman 《International Journal for Academic Development》2013,18(3):253-267

Evidence of the impact of educational development (ED) programmes on faculty is often not gathered beyond ascertaining the immediate reactions of participants. This paper reports the results of a study to determine what level of impact an ED programme at a university has had on academics' teaching practice over time. Kirkpatrick's framework provided a useful approach to conceptualise how to examine critically the impact of ED efforts. A series of semi‐structured interviews with 14 programme participants and a subsequent questionnaire survey of 248 participants were undertaken. The programme resulted in high‐level impact when rated according to Kirkpatrick's framework, including changes to individual behaviour and organisational practice, benefits to academics and perceived benefits to their students. Change was reported up to seven years after participation. These results emphasise the role that a well‐designed ED programme can play in enhancing the quality of teaching and assessment practice at a research‐intensive university.

Bepaling van die impak van onderrigontwikkelingsprogramme op dosente word dikwels beperk tot die verkryging van die onmiddellike reaksies van deelnemers eerder as meer omvangryke bewyse. Hierdie artikel rapporteer die resultate van 'n studie wat dit ten doel gehad het om die vlak van impak van 'n onderrigontwikkelingsprogram by 'n universiteit op die onderrigpraktyke van akademici, oor 'n tyd heen, vas te stel. Kirkpatrick se raamwerk het 'n nuttige benadering verskaf vir die konseptualisering van 'n kritiese ondersoek na die impak van onderrigontwikkelingsaksies. 'n Reeks semi‐gestruktureerde onderhoude met 14 programdeelnemers en 'n daaropvolgende vraelysopname van 248 deelnemers is onderneem. Gemeet teen Kirkpatrick se raamwerk, het die program tot hoëvlak impak aanleiding gegee, insluitend veranderinge in individuele optrede, organisatoriese praktyk, voordele vir akademici en oënskynlike voordele vir hulle studente. Veranderinge is tot sewe jaar na deelname gerapporteer. Hierdie resultate beklemtoon die rol wat 'n weldeurdagte onderrigontwikkelingsprogram in die bevordering van onderrig‐ en assesseringspraktyk by 'n navorsingsintensiewe universiteit, kan speel.  相似文献   

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion     

Elias Avramidis  Efrosini Kalyva 《欧洲特需教育杂志》2013,28(4):367-389

On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers to inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes towards the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long‐term training in the formation of positive teacher attitudes towards inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices.  相似文献   

Impact of information entropy on teaching effectiveness     

WANG Zhi-guo 《美中教育评论》2007,4(3):77-80

Information entropy refers to the process in which information is sent out from the information source, transmitted through information channel and acquired by information sink, while the teaching process is the one of transmitting teaching information from teachers and teaching material to students. How to improve teaching effectiveness is virtually how to increase the transmission of effective information in teaching.  相似文献   

Separated and integrated perspectives on environmental,economic, and social dimensions – an investigation of student views on sustainable development     

Teresa Berglund  Niklas Gericke 《Environmental Education Research》2016,22(8):1115-1138

The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed.  相似文献   

An intensive programme on education for sustainable development: the participants’ experience     

Michele Biasutti 《Environmental Education Research》2015,21(5):734-752

This paper presents the framework of an intensive programme (IP) organised by UNESCO and addressed to young graduate professionals to prepare them for a career in fields related to sustainability. The aims of the IP were to address participants’ environmental awareness and to develop attitudes and skills related to environmental planning and management. This paper focuses on the methodological aspects of the educational activities and on the setting in which the activities were delivered. Teaching methods based on a learner-centred approach were used in the training. During the activities, 17 participants were provided the opportunity to experience various aspects of environmental integration and sustainability principles in key sectors of planning procedures in the Lonjsko Polje Nature Park (Croatia). The activities were evaluated using quantitative and qualitative tools such as the environmental education questionnaire, the training quality and involvement questionnaire and two focus groups with participants. The results showed the relevance of the setting and the methods applied to develop environmental awareness and skills related to managing sustainability issues. Implications for future research about educational programmes based on the development of sustainability principles are discussed.  相似文献   

Graphic design： A sustainable solution to manage the contents of teaching materials     

Garcia Izaguirre  Victor Pier  Castello Maria  Luisa Arvizu  Sanchez Eduardo 《美中教育评论》2010,(11):27-35

There is a concern that the teaching of subjects is applied not only with support from a set of technological devices, but largely in the proper use of teaching and new technologies. Taking this idea, the authors develop a research and sustainable design that result in educational materials in solid content and technological innovation, also to have the benefit of learning process of a particular subject. The project is in its stage of development of educational materials, which indicates that only the experiment is missing.  相似文献   

Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists     

Mike Summers  Graham Corney  Ann Childs 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):163-182

Postgraduate student teachers’ conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features (specifically environmental, economic and social factors); and (iii) in contrast to these grounded approaches, examination of the responses in light of a pre-specified framework. Notable findings were: (i) the large numbers recognizing the centrality of environmental (87%), economic (69%) and social (49%) factors—about a third highlighted all three factors (the geographers significantly more so than the scientists), while a further third mentioned two of them; (ii) when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with preservation of diversity, and with uncertainty and precaution in action; (iii) only one response contained an aesthetic element; and (iv) when comparing education for sustainable development with environmental education, the most frequent view identified the former as broader. The findings are related to contemporary literature in the field and some implications for PGCE learning are considered.  相似文献   

On the appropriateness of language teaching methods in language and development     

Diane Larsen-Freeman 《通化师范学院学报》2002,(8)

Introduction The topic of this paper is language teaching methodology—and the matter of its appropriateness. A number of writers in our field have criticized language teaching methods during the last decade. Some have noted that the search for the best method is ill-advised (see, for example, Bartolome, 1994). They say that there can be no one best method. Others have  相似文献   

Teachers’ collaborative learning – development of teaching in group discussions     

Hanna Kuusisaari 《Teachers and Teaching》2013,19(1):50-62

Teacher learning and the development of in-service education for teachers are both an active area of research and a broad challenge. In working as teachers, theory and practice are often seen as divided, or problems in teaching and the requirements of development are solved on the basis of experience. This study focuses on collaborative teacher learning as part of an in-service education course that supports teachers in connecting learning theories with practical knowledge and that aims to create new knowledge and practices for teaching. The starting points for the study are the changes of the curriculum and theories of learning. The aim is to analyse developing of teaching in teachers’ collaborative group discussions and how the theoretical knowledge of learning theories is connected with developing teaching practices. The research method of the study was data driven, systematic and qualitative analysis of the content of the discussion. The research data consist of video recorded group discussions of two teacher teams from the in-service education course meeting. The analysis focused on developing talk and further, on finding interconnections between the developing talk and the theories of learning. The analysis shows three different ways how the learning theories emerged in method developing talk. The findings indicate that theoretical knowledge can be used or left unused and imply that creating and changing teaching practices is challenging. However, the findings show that theoretical, research-based knowledge on learning theories can be applied to developing teaching practices in the teachers’ collaborative knowledge creation process. Long-term in-service education based on collaborative knowledge creation and supporting the interconnection of theoretical knowledge of learning and experience knowledge of teaching is a promising way to arrange and develop in-service education.  相似文献   

Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development     

C. Borg  N. Gericke  H.-O. Höglund  E. Bergman 《Environmental Education Research》2014,20(4):526-551

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum, all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological, and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational, and esthetical–practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison with more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70% of the questioned teachers stated that they need such training.  相似文献   

Researchers’ positions and construction of curricula of education for sustainable development in France     

Angela Barthes  Jean-Marc Lange 《课程研究杂志》2018,50(1):96-112

The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.  相似文献   

Is there an absence of capability in sustainable development in universities?     

George Lăzăroiu 《Educational Philosophy and Theory》2017,49(14):1305-1308

  相似文献   

One‐year teaching internships and the dimensions of beginning teacher development     

Robert V. Bullough  Jr  Janet Young  Roni Jo Draper 《Teachers and Teaching》2013,19(4):365-394

The authors draw on data from weekly e‐mail responses to a questionnaire completed by beginning teachers placed in one‐year, paid, internships. Interns were assigned mentors who responded every several weeks, also via e‐mail, to a questionnaire about the interns and their development. Data from 23 interns were analyzed. Seven themes were identified that capture various dimensions of intern development. To portray the nature, direction and complexity of intern development, each of the dimensions is conceptualized in terms of opposable orientations to the defining aspect of each theme. The authors use the dimensions and their related orientations to organize the data for discussion. Conclusions related to each dimension are situated within the wider research literature on teacher development, and some similarities and differences are noted between this group of interns and what is widely reported about beginning teacher development.