A futuring approach to teaching wicked problems

Hoffman, Jesse; Pelzer, Peter; Albert, Loes; Béneker, Tine; Hajer, Maarten; Mangnus, Astrid

doi:10.1080/03098265.2020.1869923

Cited by 25 publications

(8 citation statements)

References 41 publications

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“…In addition, teaching methods such as active learning (Hoffman et al, 2021;Kioupi et al, 2022;Sierra & Suárez-Collado, 2021;Tuzun, 2020), problem-based learning (Kirchherr & Piscicelli, 2019b;Nguyen, 2023), games (de la Torre et al, 2021;Jääskä et al, 2021;Khoury et al, 2023b;Kioupi et al, 2022;Occhioni et al, 2023), and case studies (Liu & Côté, 2021;Spreafico & Landi, 2022) are also often practiced by teachers in circular economy teaching.…”

Section: Resultsmentioning

confidence: 99%

Exploring Dominant Approach for Teaching Circular Economy

Ab Hamid,

Kamaruzaman,

Rasul

2024

IJARPED

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The delivery of the circular economy concept requires a specific teaching method to ensure student understanding. A good teaching method can stimulate students' creative and critical thinking towards circular economy. However, there are still many teachers who do not understand effective teaching methods in teaching the circular economy. Therefore, this study aims to explore teaching methods used by teachers all around the world in teaching circular economy. This study uses a comprehensive systematic review on teaching circular economy approaches. In this study, we used the PRISMA approach to find primary data based on several keywords. Based on advanced searching on Scopus, Web of Science and Google Scholar we found n=22 relevant articles for this study. Our findings show project-based learning is the most dominant and widely practiced circular economy teaching method. In the other hand, active based learning, problem-based learning, games and case study are the teaching methods that are always practiced by teachers to teach circular economy.

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Section: Resultsmentioning

confidence: 99%

Exploring Dominant Approach for Teaching Circular Economy

Ab Hamid,

Kamaruzaman,

Rasul

2024

IJARPED

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“…Prior to data analysis discussions, the authors agreed that should there be conflicts in our interpretations or analysis we would return to the key questions to consider when reviewing themes as outlined by Braun and Clarke (2012) as a framework for our decision‐making. Finally, inspired by the approach of Hoffman et al (2021) and consistent with a previous phase of this research (Rushton, 2021), Author one shared research reflections with the participants and invited them to review drafts and comment on the extent to which their experiences were shared in a fair and comprehensive way. This process led to participants sharing several clarifications which were subsequently incorporated into the analysis.…”

Section: Methodsmentioning

confidence: 97%

Space as a lens for teacher agency: A case study of three beginning teachers in England, UK

Rushton,

Bird

2023

The Curriculum Journal

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Drawing on conceptualisations of space, we explored the ways three beginning teachers in England experienced and developed agency during the first three years of their careers. We completed a series of interviews with the same three teachers during their year of Initial Teacher Education and subsequent two years as Early Career Teachers; a total of 15 interviews over three years). Our findings demonstrated that the key barrier to agency beginning teachers experienced was a rigid curriculum, with reduced opportunities for innovation at a classroom and/or department level. Participants highlighted enablers of agency including demonstrations of professional trust; opportunities to develop their pedagogies and subject knowledge and their own recognition of the temporal and dynamic nature of agency. Through engaging with conceptualisations of space, we have shown how some teachers were able to identify spaces of agency, move between different spaces of agency and even create spaces of agency where none previously existed. We argue that in addition to the widely understood emergent, dynamic, and temporal facets, conceptualisations of teacher agency as a phenomenon can be extended through the lens of space. Space helps us understand agency as a messy entanglement of the cultural, material, and relational conditions and qualities of agency made explicit in the ecological approach. Through space, we can explore these entanglements as multiple, non‐linear, loose connections which teachers bring together when they achieve agency. We contend that the lens of space may support more nuanced understandings of teacher agency in research and policymaking worldwide.

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“…In addition to this, there is a need for research looking into future vulnerabilities as preventive planning for FRR requires a forward-looking perspective (Birkmann et al, 2013;Garschagen and Kraas, 2010). These could make use of, for instance, population growth projections or by employing qualitative futuring techniques (Hoffman et al, 2021).…”

Section: Persisting Gaps and Future Researchmentioning

confidence: 99%

Review article: A systematic review and future prospects of flood vulnerability indices

Moreira¹,

Brito²,

Kobiyama³

2021

Preprint

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Abstract. This paper provides a state-of-art account on flood vulnerability indices, highlighting worldwide trends and future research directions. A total of 95 peer-reviewed articles published between 2002–2019 were systematically analyzed. An exponential rise in research effort is demonstrated, with 80 % of the articles being published since 2015. The majority of these studies (62.1 %) focused on the neighborhood followed by the city scale (14.7 %). Min-max normalization (30.5 %), equal weighting (24.2 %), and linear aggregation (80.0 %) were the most common methods. With regard to the indicators used, a focus was given to socio-economic aspects (e.g. population density, illiteracy rate, gender), whilst components associated with the citizen's coping and adaptive capacity were slightly covered. Gaps in current research include a lack of sensitivity and uncertainty analyzes (present in only 9.5 % and 3.2 % of papers, respectively); inadequate or inexistent validation of the results (present in 13.7 % of the studies); lack of transparency regarding the rationale for weighting and indicator selection; and use of static approaches, disregarding temporal dynamics. We discuss the challenges associated with these findings for the assessment of flood vulnerability and provide a research agenda for attending to these gaps.

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A futuring approach to teaching wicked problems

Cited by 25 publications

References 41 publications

Exploring Dominant Approach for Teaching Circular Economy

Exploring Dominant Approach for Teaching Circular Economy

Space as a lens for teacher agency: A case study of three beginning teachers in England, UK

Review article: A systematic review and future prospects of flood vulnerability indices

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