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Overwien, Bernd; Rode, Horst

doi:10.2307/j.ctvddzxz4.3

Cited by 6 publications

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“…Sustainability has three dimensions. The economic, social and environmental dimensions influence each other and can only exist together [ 14 ]. Therefore, sustainability means that all three dimensions should be considered simultaneously and equally [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

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Environmental attitude and affective-motivational beliefs towards sustainability of secondary school children in Germany and their associations with gender, age, school type, socio-economic status and time spent in nature

Bucht,

Bachner,

Spengler

2024

PLoS ONE

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There are warnings that human actions will lead to irreversible environmental damage if they continue at their current pace and scale. With regard to individual aspects, a pro-environmental attitude and positive affective-motivational beliefs towards sustainability represent fundamentals for a more sustainable future. However, there is little data regarding these constructs and relevant explanatory factors, especially with regard to young people. We examined environmental attitude (two-dimensional: utilization and preservation) and affective-motivational beliefs towards sustainability with regard to gender, age, socio-economic status, school type and time spent in nature in 484 adolescents (11–14 years) living in German cities by means of univariate and multiple regression analyses. Mean values were high in preservation and affective-motivational beliefs towards sustainability, and relatively low in utilization. Female adolescents had higher values compared to male students in affective-motivational beliefs towards sustainability. Age did not play a substantial role. Although being strongly correlated with each other, school type and socio-economic status each exhibited positive associations to environmental attitude and affective-motivational beliefs towards sustainability. Furthermore, multiple regression analyses identified time spent in nature as a significant predictor of incremental value, suggesting a tentative recommendation to spend at least half an hour per week in nature in order to promote positive attitudes towards the environment and sustainability. In sum, special needs for topic-related education seem to exist for male students, students with lower formal level of education, students with a lower socio-economic status and students who spend little time in nature.

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Section: Introductionmentioning

confidence: 99%

“…The economic, social and environmental dimensions influence each other and can only exist together [ 14 ]. Therefore, sustainability means that all three dimensions should be considered simultaneously and equally [ 14 ]. Sartori and colleagues [ 15 ] state that sustainability requires sustainable development.…”

Section: Introductionmentioning

confidence: 99%

Environmental attitude and affective-motivational beliefs towards sustainability of secondary school children in Germany and their associations with gender, age, school type, socio-economic status and time spent in nature

Bucht,

Bachner,

Spengler

2024

PLoS ONE

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“…Sustainable development (SD) is a current and much-discussed topic in society and science that aims to satisfy the present generation's basic needs without endangering future generations (World Commission on Environment and Development, 1987). It is understood as a process of constant change (Hauff, 1987), in which the three dimensions "economic-social-environmental" exist side by side, but constantly influence each 10.3389/feduc.2022.1017099 other and can therefore only be considered as a whole (Overwien and Rode, 2013). Aspects of SD are being discussed at all levels in politics (e.g., biannual UN climate change conference), science (Lade et al, 2020), and regarding individual behavior (e.g., in consumption behavior and transportation).…”

Section: Introductionmentioning

confidence: 99%

“…The concept of ESD was established in 1992 at the United Nations Conference on Environment and Development in Rio de Janeiro (Vereinte Nationen, 1992). It represents a broader framework that also includes the development of social skills with responsibility toward oneself and others, political and economic understanding, and participation in processes of change (Hauff, 1987;Bolscho and Hauenschild, 2006;Michelsen et al, 2013;Overwien and Rode, 2013), and thus addresses all three dimensions of SD. Politicians, educators, and practitioners adopting ESD want to enable people to think and act in a sustainable way (United Nations Educational, Scientific andCultural Organization, 2013, 2014).…”

Section: Introductionmentioning

confidence: 99%

Education for sustainable development in physical education: Program development by use of intervention mapping

Bucht

Mess²,

Bachner³

et al. 2022

Front. Educ.

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There is little information on the development of school-based programs to change students’ sustainability behavior. The goal of this article is to describe the systematic development and the content of a program that includes education for sustainable development in regular physical education. The Intervention Mapping approach was used as a methodological framework for program design. Participatory workshops with relevant stakeholders and experts were part of the process. Considering the physical education curriculum with its multiple objectives, four main behavioral outcomes were derived: Reduction in clothes consumption, change in diet, change in dealing with trash and increased usage of bike/public transportation. Behavior change methods were specifically selected to be suitable for physical education. The developed practical applications are in line with the physical education curriculum. It is reflected on the use of intervention mapping as a methodological framework for program design in the specific field of sustainability behavior and the equally specific setting of physical education. Benefits and limitations of the developed program are discussed.

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“…Abb. 6: Überblick über das Lernangebot "Klimawirksamkeit von Kohlenstoffdioxid und Ansätze zur Emissionsreduktion" mit Bezügen zu[6].…”

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Chemistry education for sustainability – sustainability as a common thread through school chemistry and an example of a teaching unit on the climate impact of carbon dioxide

Kiesling

Venzlaff

Bohrmann‐Linde

2021

Chemkon

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Zusammenfassung: Nachhaltigkeitsbezogene Themen werden schon lange im Chemieunterricht behandelt. Um einer Bildung für nachhaltige Entwicklung, BNE, nachzukommen, müssen mehrere Dimensionen, die çkologische, die çkonomische, die politische, die soziale und die kulturelle Dimension, eines Themas betrachtet werden, um Zusammenhänge zu verstehen und Lernende zu einem nachhaltigen Handeln zu führen. Im Beitrag wird gezeigt, wie fast alle Sustainable Development Goals (SDGs) der UNESCO angebunden an die Pflichtinhalte des Chemieunterrichts berücksichtigt werden kçnnen. Exemplarisch wird zudem für ein vorgestelltes Lernangebot zum Thema "Klimawirksamkeit von Kohlenstoffdioxid und Ansätze zur Emissionsreduktion" für die Einführungsphase (Klasse 10 bzw. 11) aufgezeigt, wie die genannten Dimensionen im Chemieunterricht adressiert werden kçnnen.Chemistry education for sustainability -sustainability as a common thread through school chemistry and an example of a teaching unit on the climate impact of carbon dioxide Abstract: Education for Sustainable Development has been an essential part of instruction in chemistry classes for some time now. Leaners experiencing sustainable education are enabled to understand coherences and sustainable action by approaching a topic using different perspectives, that is ecological, economic, political, social and cultural dimensions. In this paper, it is shown how nearly all Unesco Sustainable Development Goals (SDGs) can be connected to compulsory content of the German curriculum. Furthermore, a learning unit for students grade ten with the topic "Climate impact of carbon dioxide and approaches to emission reduction" is presented that illustrates how the mentioned dimensions can be addressed in chemistry lessons.

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Bildung für nachhaltige Entwicklung:

Cited by 6 publications

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Environmental attitude and affective-motivational beliefs towards sustainability of secondary school children in Germany and their associations with gender, age, school type, socio-economic status and time spent in nature

Environmental attitude and affective-motivational beliefs towards sustainability of secondary school children in Germany and their associations with gender, age, school type, socio-economic status and time spent in nature

Education for sustainable development in physical education: Program development by use of intervention mapping

Chemistry education for sustainability – sustainability as a common thread through school chemistry and an example of a teaching unit on the climate impact of carbon dioxide

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