Participatory learning for transdisciplinary science in biosphere reserves

Walk, Heike; Luthardt, Vera; Nölting, Benjamin

doi:10.4324/9780429428746-23

Cited by 3 publications

(5 citation statements)

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“…Chang-Kredl [35] argues that early childhood education is undervalued; she explores how childhood educators' roles need more focus and attention if we hope to improve children's educational opportunities. Such focus and attention may serve BR efforts to address power imbalances in terms of stakeholders, rightsholders, and knowledge-holders [30]. We argue that early childhood educators should be viewed as having both a critical interest and potential role in the success of BR efforts.…”

Section: Educational Research and Biosphere Reservesmentioning

confidence: 96%

“…Biosphere reserves appear within the environmental education research literature [28][29][30]. Additionally, BRs also appear in research in the closely related and overlapping literature of outdoor recreation [17,31] as well as eco-tourism [32][33][34].…”

Section: Educational Research and Biosphere Reservesmentioning

confidence: 99%

“…Of particular interest was the effectiveness of the ecosystem services education tool, the Vattenrike Flower (see Figure 2). These research motivations led to a series of collaborative planning discussions [30] and pilot studies.…”

Section: Intial Planningmentioning

confidence: 99%

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Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

Beery

Magntorn

2021

Sustainability

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There has been significant interest in the values and benefits of early childhood nature experiences on children’s well-being and development. One aspect of studying the exposure of children to nature that requires more focus is the role played by early childhood educators. In particular, there is a need for early childhood environmental education training for pre-service educators. This study will explore the use of a UNESCO Biosphere Reserve as an outdoor classroom for early childhood environmental education pre-service professionals. Exploratory quantitative and qualitative descriptive data from a series of three short surveys (pre/post/delayed post) provide a basic overview of pre-service teacher perspectives, experiences, and outcomes of an environmental education intervention. The results indicate that the participating pre-service educators had little to no familiarity with the environmental concepts or the biosphere reserve site before participation in the intervention. The post-intervention and delayed post-intervention results show that pre-service educators perceived that their understanding of the concept had improved. The results also show a perception of the positive role that biosphere reserve sites can play in early childhood education. Three critical implications emerged from the overall quantitative and qualitative results: (1) specific support should be given for early childhood environmental education training; (2) biosphere reserve functions provide support for efforts to improve connections to nature; (3) early childhood education has the potential to support the broadening of the biosphere reserve audience.

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Section: Educational Research and Biosphere Reservesmentioning

confidence: 96%

Section: Educational Research and Biosphere Reservesmentioning

confidence: 99%

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Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

Beery

Magntorn

2021

Sustainability

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“…As sustainability transfer is substantively linked to teaching and research activities, we assume that sustainability transfer in teaching is especially appropriate, in order to involve local and regional stakeholders in transdisciplinary projects and discussions and to improve key competencies for sustainable development [17]. Several case studies point to an enormous potential for concrete, low-threshold contributions to regional sustainability with students as transfer actors [26][27][28].…”

Section: Classification and Delimitation Of Sustainability Transfermentioning

confidence: 99%

Sustainability Transfer as a Concept for Universities in Regional Transformation—A Case Study

et al. 2021

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The research object of this study is the in-depth discourse on the sustainability transfer activities of higher education institutions (HEIs) and their contribution to a regional sustainable transformation. For this purpose, a heuristically-derived concept of sustainability transfer is empirically tested with a mixed-methods approach based on the example of Eberswalde University for Sustainable Development (HNEE). The empirical findings demonstrate that the realization of sustainability transfer depends mainly on the personal initiative of teachers and researchers. Major barriers are a lack of time and financial resources. The observed concept of sustainability transfer is applicable to all study and research areas of HNEE. Involvement in sustainability transfer can include the whole of society, from politics, enterprises, and civil society to education and research institutions. Overall, the empirical testing of the concept offered by this study illustrates its practical suitability to capturing specifically those sustainability transfer activities that are not tapped by third mission approaches. This opens up a novel dimension for transfer potential at universities and their role in regional sustainability transformation. It also highlights that the interdependencies between HEIs and practitioners need to be more contextualized with quality criteria such as the value of the transfer performance or level of ambition.

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“…To foster long-term research in the EBR, it will be crucial to formalize cooperation with universities and research institutes. It needs to be explored whether a forum-type approach like the EBR's first research platform is suitable and feasible, or whether closer cooperation and institutional ties with just one or a small number of universities should be sought, as happens in other countries (Walk et al 2020). Generally, turnover of staff and affiliated researchers, and internationalism have increased enormously in Swiss universities, making a forum-type organization challenging.…”

Section: Future Challenges and Conclusionmentioning

confidence: 99%