LEADER 06601oam 2200589Mu 450 001 9910793887603321 005 20231110222912.0 010 $a0-429-83368-7 010 $a0-429-45043-5 010 $a0-429-83369-5 024 8 $a10.4324/9780429450433 035 $a(CKB)4100000009374708 035 $a(MiAaPQ)EBC5904711 035 $a(OCoLC)1121128819 035 $a(OCoLC-P)1121128819 035 $a(FlBoTFG)9780429450433 035 $a(EXLCZ)994100000009374708 100 $a20190928d2019 uy 0 101 0 $aeng 135 $aurcnu---unuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aIssues in teaching and learning of education for sustainability $etheory into practice /$fedited by Chew-Hung Chang, Gillian Kidman and Andy Wi 210 $aLondon $cRoutledge$d2019 215 $a1 online resource (217 pages) 225 1 $aRoutledge Research in Education 300 $aDescription based upon print version of record. 300 $aFactors influencing reflection on sustainability 311 $a1-138-32535-X 320 $aIncludes bibliographical references. 327 $aCover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of illustrations; Notes on contributors; Preface; List of abbreviations; 1 Defining Education for Sustainability (EfS): a theoretical framework; Introduction; For whom and by whom: who is it for?; Education for sustainability -- theoretical framework; What does a curriculum for EfS look like?; Parts of this book; Summary; References; Part I: EfS for whom?; 2 Sustainability in Primary Geography; Introduction; Education for sustainability in the national curriculum across various countries 327 $aAgency and capacity for teaching ESD in Primary GeographyDiscussion and conclusion; References; 3 Learning from Haiyan: translating children's voices into action for resilience; Introduction; What is child-centred disaster risk reduction?; The S3CDRRM Project: context and approach; Working with children, producing results; Key takeaway learnings from the S3CDRRM Project; References; 4 Incorporating sustainability for general education: the challenge for large class teaching; Introduction; Frameworks for the sustainable built-environment; Learning outcome, finding and feedbacks 327 $aEducation for sustainability (EfS) challengesFuture planning and development; The next step; References; 5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore?; Introduction; Top-down approach; Bottom-up approach; Which approach is more effective?; Where do we go from here?; References; Part II: What does an EfS curriculum look like?; 6 The question of 'knowledge' about disaster risk reduction in sustainability education; Introduction; Policy basis for disaster risk reduction (DRR) education 327 $aKnowledge and DRRThe place of place-based knowledge; Conclusion; References; 7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia; The importance of the climate change adaptation (CCA) curriculum in Mongolia; Methodology of needs assessment survey; Curriculum content development; Conclusion; References; 8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry; The Sustainability Curriculum Framework and the Australian Curriculum; Defining sustainability education fieldwork and its benefits; Conclusion; References 327 $a9 Emphasising sustainability when learning power system markets in higher educationSustainability in higher education; Sustainability in electrical engineering; Process-based approach and three EfS pillars; Application in power system markets; Changing landscape; Relevant stakeholder review; Test for robustness; Conclusion; Recommendations and future work; References; 10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability; Introduction; Theoretical background; Method; Selected findings 330 $aIn a fast-changing, globalising world, the teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers. Issues in Teaching and Learning of Education for Sustainability highlights the issues and challenges educators and academics face in implementing EfS and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice. Organised into three parts, the volume looks at: the who (EfS for whom), the what (EfS curriculum) and the how (translating from theory to practice). The concluding chapter provides ideas and directions on where the world can proceed regarding sustainability education and how it can help in the teaching and learning of sustainability. Considering social issues such as poverty, education, health, culture and the use of natural resources, this book proposes a different path towards Education for Sustainability. Providing concrete data on the realisation of sustainable development, Issues in Teaching and Learning of Education for Sustainability will be of interest to geographers, geography educators and professionals concerned with Education for Sustainability. 330 $a"In a fast-changing, globalising world, the teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers. This book highlights the issues and challenges educators and academics face in implementing EfS and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice. Organised into three categories, the volume looks at: the who (EfS for whom), the what (EfS curriculum) and the how (translating from theory to practice). The concluding chapter provides ideas and future directions for sustainability education and implications for the teaching and learning of sustainability"--$cProvided by publisher. 606 $aSustainability$xStudy and teaching 606 $aEducation and globalization 615 0$aSustainability$xStudy and teaching. 615 0$aEducation and globalization. 676 $a304.2071 702 $aChang$b Chew Hung 702 $aKidman$b Gillian 702 $aWi$b Andy 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910793887603321 996 $aIssues in teaching and learning of education for sustainability$93734990 997 $aUNINA