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Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi
Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi
Pubbl/distr/stampa London, : Routledge, 2019
Descrizione fisica 1 online resource (217 pages)
Disciplina 304.2071
Collana Routledge Research in Education
Soggetto topico Sustainability - Study and teaching
Education and globalization
ISBN 0-429-83368-7
0-429-45043-5
0-429-83369-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; 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
Agency 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
Education 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
Knowledge 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
9 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
Record Nr. UNINA-9910793887603321
London, : Routledge, 2019
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi
Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi
Pubbl/distr/stampa London, : Routledge, 2019
Descrizione fisica 1 online resource (217 pages)
Disciplina 304.2071
Collana Routledge Research in Education
Soggetto topico Sustainability - Study and teaching
Education and globalization
ISBN 0-429-83368-7
0-429-45043-5
0-429-83369-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; 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
Agency 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
Education 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
Knowledge 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
9 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
Record Nr. UNINA-9910812499303321
London, : Routledge, 2019
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui