An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry

Walshe, Nicola

doi:10.1080/13504622.2016.1221887

Cited by 53 publications

(59 citation statements)

References 57 publications

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“…Both of them recognise the environmental dimension most. This was the case among sixth and twelfth graders in Sweden (Berglund et al, 2014) and among UK geography students at the age of 14 and 15 [25,26]. However, Berglund and Gericke [27] found that when students deal with the dimensions separately, they give priority to social factors.…”

Section: Holistic Approaches To Sd In Esdmentioning

confidence: 98%

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Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

et al. 2019

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Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Education/Education for Sustainable Development. It makes use of the CLIA-model (Competence, Learning, Intervention, Assessment), developed by De Corte, Verschaffel and Masui in 2004 to prescribe how a powerful learning environment in Education for Sustainable Development (ESD) could be developed. In particular, the study focusses on the Intervention component. Holistic, pluralistic as well as action-oriented teaching in Education for Sustainable Development are thought to be effective in cultivating students’ action competence. This paper presents first the Action-oriented ESD framework. This framework consists of five components: (a) action-taking, (b) students’ leadership in their learning and teaching, (c) peer interaction, (d) community involvement and (e) interdisciplinarity. We then integrate the Action-oriented ESD framework with Holism and Pluralism into the Holism-Pluralism-Action-orientation in the ESD framework. Integrating holistic, pluralistic as well as action-oriented teaching in ESD is highly important in theoretical discussion as well as in instructional design. The Holism-Pluralism-Action-orientation ESD framework addresses the lack of an integrated conceptual framework in the field of ESD. This framework is motivated by a growing consensus on the importance of these three approaches in ESD teaching. The Holism-Pluralism-Action-orientation in ESD Framework is based on more than three decades of efforts to define knowledge on Environmental Education/Education for Sustainable Development teaching and on the rich and growing body of research on effective ESD teaching.

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Section: Holistic Approaches To Sd In Esdmentioning

confidence: 98%

“…An interdisciplinary approach reveals all sorts of interactions and sees SD issues holistically [82]. As Walshe [26] points out, interdisciplinary teaching could make students consider SD issues from plural perspectives. An interdisciplinary approach is also important in action-oriented approaches in ESD [67].…”

Section: Interdisciplinaritymentioning

confidence: 99%

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

et al. 2019

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“…As in other countries, education for sustainable development continues to be a pedagogical challenge for schools [19,20] and initial teacher training. In the Spanish curriculum, the content of education for sustainable development, which is fundamentally associated with the natural environment and scientific culture, does not include other content on human rights, inclusion, diversity and social plurality, or equality of gender and opportunity, which are essential social aspects in education to create democratic, participatory, and committed citizens.…”

Section: Massive Open Online Courses and Education For Sustainable Dementioning

confidence: 99%

Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development

Sánchez

Trigueros

2019

Sustainability

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This article analyzes, on the one hand, the perception of future teachers (n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.

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“…There are increasing expectations put on young people to acquire the ability to engage with the concepts of SD. This engagement is highly relevant to individual life experience [21]. However, there still appears to be relative scarcity in published research regarding the implementation of SD in middle school, as well as the aim of exploring school students' understandings of sustainability [22].…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainable Development in Geography Education for Middle School in China

et al. 2018

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Education for Sustainable Development (ESD) had become a priority in many school systems. Geography has a tradition of investigating human-environment interactions and geography education is vital to make sense of sustainable development (SD). In this paper, the authors aimed to contribute to the implementation of ESD and SD in middle school geography, in The People’s Republic of China. This research employed a series of methods to analyze the content in (SD) in middle school geography standards and textbooks. The research surveyed geography teachers (n = 237) and assessed geography students (n = 246). Results exemplified both positive and negative conclusions from the data. Primarily, the findings suggested that geography education was important to ESD implementation, although the requirements for SD are low in the selected middle schools. The SD content was reflected clearly in the content standards and textbooks, but it was not evenly distributed in geography education. Many geography teachers in China have ample geography and interdisciplinary knowledge and they can use textbooks and other teaching methods to teach SD. The students’ performance, in a sample of four key schools, was considered “OK”, however there was still room for improvement. Most students were familiar with people, resources, environmental problems, and climate change, however, most were unable to grasp the factual knowledge about SD, such as international events and documents, latest predicted data, and research on global warming, as well as the indicators used in the specific SD assessment. Suggestions include providing students with more practical activities and a chance to do hands-on experiments, as well as building student organizations and clubs, improve Teachers’ knowledge, and understanding through teacher training program and build a platform for communicating ideas of SD through modern communication technology. Ideas of SD should be integrated into students’ daily life.

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An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry

Cited by 53 publications

References 57 publications

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development

Sustainable Development in Geography Education for Middle School in China

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