Education for sustainable development in primary and secondary schools : pedagogical and practical approaches for teachers / / Guliz Karaarslan Semiz, editor

• Pubblicazione: Cham, Switzerland : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (269 pages)
• Disciplina: 372
• Soggetto topico: Education, Primary - Aims and objectives; Education, Secondary - Aims and objectives; Sustainable development; Finalitats de l'educació; Desenvolupament sostenible
• Soggetto genere / forma: Llibres electrònics
• Soggetto non controllato: Education
• Persona (resp. second.): Karaarslan-SemizGüliz
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- As if Everything Depends on It: Educating for Life -- References -- Editor's Preface -- Reference -- Acknowledgement -- Contents -- Contributors -- Abbreviations -- Part I: Introduction to ESD -- 1: Conceptualisation of ESD: Theoretical and Pedagogical Considerations -- 1.1 Introduction -- 1.2 Education for Sustainable Development: Brief History and Theory -- 1.3 Critical Themes and Pedagogical Approaches in ESD -- 1.4 Conclusion -- References -- 2: Prospects for a Better Future: The Significance of ESD in Primary and Secondary Education -- 2.1 My Personal Trip to ESD -- 2.2 The World's Response -- 2.3 My ESD Experience -- 2.4 Brief History of Human Awakening on the Need for Sustainable Development: Human Environment (Stockholm) - Environment and Development (Rio) and Sustainable Development (Johannesburg) -- 2.5 ESD for 2030 -- 2.6 Young Change-Makers and Hope for Future -- References -- Part II: Implementation of ESD: Integrating Theory and Practice -- 3: Curriculum Change and Selective Teaching Traditions: Consequences for Democracy and the Role of Education -- 3.1 Introduction -- 3.2 Selective Teaching Traditions and Democracy -- 3.2.1 Tacit Frameworks -- 3.2.2 The Origins of Research in Science Education -- 3.2.3 Selective Teaching Traditions in Environmental Education -- 3.2.4 Democracy and Action Competence -- 3.2.5 Education and Democracy -- 3.3 Distribution of Selective Traditions: Before and After the Curriculum Change in 2011 -- 3.3.1 The Result of the Comparison Due to Curriculum Change -- 3.4 Discussion -- 3.5 Conclusion and Suggestions -- References -- 4: Outdoor Education for Sustainability with Systems Thinking Perspective -- 4.1 Introduction -- 4.2 Systems Thinking as an Important Skill for Dealing with Today's Complex Problems -- 4.2.1 The Importance of Systems Thinking in ESD. ; 4.3 Outdoor Education for Sustainability Approach to Foster Systems Thinking Skills -- 4.4 Incorporating Systems Thinking in Outdoor Education for Sustainability: A Learning Activity Example -- 4.5 Conclusion and Suggestions -- References -- 5: Real-World Learning as a Frame for Sustainability in Education -- 5.1 Introduction -- 5.2 Learning Together in Real World -- 5.3 Sustainability and Real-World Learning -- 5.3.1 A Model for Planning Learning Experience About Sustainability in the Real World -- 5.4 Working with the RWL Hand Model -- 5.5 Bringing Together the 'In' and the 'Out' of the School for Learning Towards a Sustainable World -- 5.6 The City Around the School Is a Living Hub for Sustainability and Science Learning -- 5.7 In Conclusion: Why Is There Not More Real-World Learning? -- References -- 6: The Environment: A Question of Justice? -- 6.1 Introduction: The Power Line -- 6.1.1 Social Justice and the Sustainable Development Goals -- 6.1.2 What Is 'Environmental Justice' and Where Does It Come from? -- 6.2 Environmental Justice: Some Educational Implications -- 6.2.1 Environmental Justice and ESD -- 6.2.2 Environmental Justice and the Problem of Knowing -- 6.3 Teaching About Environmental Justice -- 6.3.1 Issue 1: Air Pollution -- 6.3.1.1 Addressing the Big Picture: The Westminster Commission for Road Air Quality -- 6.3.1.2 Leicester City: A Local Authority with Clean Air Equalities on the Agenda? -- 6.3.1.3 Air Pollution: Community Education and Whole School Approaches -- 6.3.1.4 Air Pollution: Curriculum Responses -- 6.3.2 Issue 2: Teaching About Environmental Justice - The Climate Crisis -- 6.4 Conclusion -- References -- 7: You Are Part of the Sustainability Picture: Ideas for Implementation of ESD -- 7.1 Introduction -- 7.2 ESD Integration -- 7.3 ESD Teaching Strategies. ; 7.4 Examples of Implementing ESD in the Classroom -- 7.4.1 Exploring Sustainability of the School, the Local Community, and Abroad -- 7.4.2 Concepts of Sustainability: Past, Present, and Future -- 7.4.3 Organic Food, Organic Life -- 7.4.4 A Day Out at a Local Lake -- 7.5 Conclusion: Each Part in the Sustainability Picture Is Important -- References -- 8: Earth as Self: Healing Our Connection with the Earth Through Education -- 8.1 Introduction -- 8.2 The Historical Roots of Prevailing Conceptions of Nature -- 8.3 Education for Sustainability: The Solution or the Problem? -- 8.4 Different Ways of Relating with Earth -- 8.4.1 Connecting with Nature Through the Activation of Imagination -- 8.4.2 Connecting with Nature Through Empathy -- 8.5 Conclusion -- References -- 9: Nature-Inspired Learning: How Nature Can Teach Us to Be Sustainable? -- 9.1 Finding Our Way -- 9.2 Let's Look Outside: Some Ideas About Nature-Inspired Learning -- 9.3 How We Forgot About Nature: Our Divided Nature -- 9.3.1 Our Undivided Nature -- 9.4 Putting Nature-Inspired Learning into Practice -- 9.4.1 Case Study 1: Lessons from Nature - Using Insights from Nature to Inspire and Build a Brighter Future -- 9.4.1.1 A Different Approach to Learning -- 9.4.1.2 An Inquiry Process -- 9.4.1.3 Fancy a Coffee? -- 9.4.2 Case Study 2: Biomimicry - Nature as Design -- 9.5 Variation and Classification: A Different Approach to Traditional Learning -- 9.5.1 Biomimicry Within Design -- 9.5.1.1 A Natural Source of Innovation -- 9.6 Concluding Thoughts: Nature-Inspired Integral Education -- References -- 10: Inspirational Outdoor Education: Learning for Sustainability with the Educational Polygon for Self-Sufficiency in Dole -- 10.1 Introduction -- 10.2 Polygon Dole Is an Outdoor Learning Environment for All Generations -- 10.3 Practical Examples for Education in Nature. ; 10.4 Holistic Effects of Outdoor Learning Environments -- 10.5 Conclusion -- References -- 11: Implementation of Education for Sustainable Development Through a Whole School Approach -- 11.1 The Role of Whole School Approaches in ESD -- 11.2 Why Adopt a Whole School Approach to ESD? -- 11.3 How Can a Whole School Approach Be Described? -- 11.4 A Model for Facilitating Implementation of ESD via a Whole School Approach -- 11.5 A Strategy to Implement a Whole School Approach -- References -- 12: Building Primary Schools as a Model of Sustainable Communities: Hints for Teachers -- 12.1 Introduction -- 12.2 Education for Sustainable Development in Primary Schools Utilizing Whole School Approach -- 12.3 Precursors of Pro-sustainable Behaviours as Learning Outcomes in the Context of ESD? -- 12.4 Becoming a Model Community Through Whole School Approach: Climate Action Schools -- 12.5 Implications on Learning Outcomes of Sustainable Schools: Where Are We on Our Way? -- References -- Part III: Assessment in ESD: Measuring ESD Learning Outcomes -- 13: Learning Our Way Forward and How We Might Assess That -- 13.1 Introduction -- 13.2 The Competence Turn -- 13.3 A Rounder Sense of Purpose -- 13.4 Purposes of Assessment -- 13.5 Means of Assessment in ESD -- 13.6 Assessment of, for and as ESD -- 13.6.1 Assessment of and for ESD -- 13.6.2 Assessment as (Transformative) ESD -- 13.7 Concluding Thoughts -- References -- 14: Developing and Assessing Sustainability Competences in the Context of Education for Sustainable Development -- 14.1 Introduction -- 14.2 Aims of ESD -- 14.2.1 Development of Sustainability Competences -- 14.2.2 Addressing Values Relevant to Sustainability -- 14.3 ESD Pedagogical Principles and Methods -- 14.4 Assessing Sustainability Competences -- 14.4.1 Basics of Competence Modelling and Assessment. ; 14.4.2 ESD Research on Competence Modelling and Assessment -- 14.5 Conclusion -- References -- 15: Application-Oriented Development of Outcome Indicators for Measuring Students' Sustainability Competencies: Turning from Input Focus to Outcome Orientation -- 15.1 Introduction -- 15.2 Theory -- 15.2.1 Defining Fitting Indicators for ESD in Schools: From Input to Outcome Orientation -- 15.2.2 Operationalization of ESD Outcomes, Theoretical Background, and Disciplinary Connectivity -- 15.3 Methods -- 15.3.1 Sustainability Knowledge -- 15.3.2 Attitudes Towards Sustainability and Self-Reported Sustainability-Related Behavior -- 15.4 Key Findings -- 15.4.1 Sustainability Knowledge -- 15.4.2 Sustainability Attitudes -- 15.4.3 Sustainability Behavior -- 15.5 Validation of New Indicators-Establishing Impact-Relevance of ESD Outcome -- 15.5.1 Validation Through the Connection to Established Indicators -- 15.5.2 Validation Through Prediction of Impact-Relevant Behavior -- 15.6 Limitations and Conclusions -- 15.6.1 Why Is Measuring Relevant for Teachers? -- References -- 16: Assessing Learning Outcomes for Sustainability in Primary and Secondary Schools in the UK -- 16.1 Introduction -- 16.2 Case Studies: Framework Application -- 16.2.1 Primary School Case Study -- 16.2.1.1 Year 6 Energy Questionnaire -- 16.2.1.2 Year 5 Water Questionnaire Results -- 16.2.1.3 Year 4 Food Questionnaire -- 16.2.1.4 Year 4 Storyboard Results -- 16.3 Secondary School Case Study -- 16.3.1 Self-Assessment Questionnaire Results -- 16.4 Discussion and Suggestions -- Appendix -- Primary School -- Year 6 -- Student Questionnaire -- Student Feedback -- Teacher Feedback -- Year 5 -- Student Feedback -- Teacher Feedback -- Year 4 -- Student Questionnaire -- Secondary School -- Year 9 -- References -- 17: The Body in Mind: Ideas for Assessing Sustainability Literacy. ; 17.1 Introduction.
• Sommario/riassunto: This volume provides teachers with pedagogical approaches and practical applications to implement Education for Sustainable Development (ESD), and with assessment strategies to evaluate the learning outcomes of ESD in primary and secondary education. In addition to appropriate pedagogical approaches for ESD, the book also presents practical examples that teachers can use as a guide in their classes. The pedagogical approaches related to ESD not only aim to facilitate sustainability knowledge, but also promote attitudes, new perspectives, values, skills and competencies related to sustainability. Thus, holistic and transformative approaches are embraced to develop a deeper understanding of sustainability, values, respect towards the environment, connection to nature, systems thinking to understand complex problems, exhibiting responsible behaviours for sustainability and promoting action competence for sustainable development.This book also provides examples of assessment strategies for ESD. The assessment of ESD learning outcomes and learning processes is usually challenging, but it is important to determine how to evaluate ESD learning outcomes to reveal whether we achieve our ESD goals or not. For this reason, the assessment section of the book includes theoretical concepts and measurement tools for evaluating sustainability competencies and learning outcomes.Through the close and active collaboration of 22 authors from Germany, Italy, Slovenia, Sweden, Turkey, and the UK, good models for ESD implementation in primary and secondary education are presented.
• Titolo autorizzato: Education for sustainable development in primary and secondary schools
• ISBN: 9783031091124; 9783031091117
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910767515303321
• Lo trovi qui: Univ. Federico II
• Serie: Sustainable development goals series.