What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand

Piasentin, Flora Bonazzi; Roberts, Lin

doi:10.1080/13504622.2017.1321735

Cited by 41 publications

(54 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ellis and Weekes 2008) and in other cases as an educational outcome in terms of intentions to act and competencies for sustainability among individuals and groups (e.g. Chawla and Flanders Cushing 2007;Clark 2016;Bonazzi Piasentin and Roberts 2018). In this paper we lean on the latter and consider action competence as a latent capacity among individuals and groups.…”

Section: The Concept Of Action Competencementioning

confidence: 99%

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

Olsson

Gericke

Sass

et al. 2020

Environmental Education Research

View full text Add to dashboard Cite

This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a 'mere' behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one's own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people's action competence for sustainability in various contexts.

show abstract

Section: The Concept Of Action Competencementioning

confidence: 99%

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

Olsson

Gericke

Sass

et al. 2020

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…Action competence approach for EE, proposed by Jensen and Schnack in 1997 [20], is a breakthrough on differentiating action from behaviour [10,21] and stressing critical thinking for transformative learning [9,22] with teachers as facilitators of students' learning [8,23,24]. From their work formally initiated in Denmark in 1993, after planning meetings, case studies, and teacher training, the concept of action competence as educational approach was enacted at the Research Center for Environmental and Health Education [21].…”

Section: Introductionmentioning

confidence: 99%

“…Opportunities of planning and taking action in authentic contexts benefit their social skills to solve the problem and further bring about change as citizens. Through the learning process, students could be equipped as action competent individuals with critical and democratic perspectives [10,22]. Consequently, students' consciousness of the problem and the causes is based not only on their opinions and motivation, but also on vision and commitment.…”

Section: Introductionmentioning

confidence: 99%

Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research

Chen

Liu

2020

Sustainability

View full text Add to dashboard Cite

The goal of education for sustainable development is to develop future citizens who can make informed decision and take responsible action to solve the problem. The concept of action competence proposed by Jensen and Schnack in 1997, which emerges as a critical thought from traditional environmental education, gradually attracts the attention with the maturing on the idea of sustainability. This research aims to systematically analyse the peer-reviewed studies published between 1997 and 2017 that embraced the concept of action competence as the instructional approach. After coding 170 articles from two quality databases, some patterns emerge from the year of publication in the resulting 34 empirical studies. Findings on the research design, pathway of intervention, instructional setting, and learning outcome increase our understanding of action competence applied in the authentic context. There is a sharp increase on the inter-disciplinary topic of sustainable development. It reflects the influence of the intergovernmental agreement and the resilience of action competence from environmental education to education for sustainable development. Reviewed studies indicate that action-oriented and transformative pedagogy cultivate students to be active participants, empower their capability of deliberating the causes and effects, and construct their visions for finding strategies toward the problems.

show abstract

“…Desde la perspectiva globalizadora, la investigación de los problemas socioambientales en el aula implica reflexionar sobre las influencias culturales, socioeconómicas y políticas en nuestros comportamientos (Gifford, 2014;Pérez-Rodríguez, Varela-Losada, Lorenzo-Rial, & Vega-Marcote), y por tanto tratar el modelo socioeconómico cuando deberían centrarse en la resolución de problemas y en objetivos orientados hacia la acción (Mogensen & Mayer, 2005;Stevenson, 2007).…”

Section: El Objetivo Principal De L a Educación Ambiental Orientada Hunclassified

Educar para el cambio y la sostenibilidad: Evaluación de una propuesta de aprendizaje experiencial para formar al profesorado en formación inicial

Varela-Losada¹,

Arias-Correa²,

Vega-Marcote³

2019

RPE

View full text Add to dashboard Cite

Uno de los principales retos que debe afrontar la educación es la búsqueda de la Sostenibilidad. Y en este proceso, el profesorado es un pilar fundamental. Por ello, se presenta una propuesta educativa de formación inicial de profesorado basada en la experimentación y análisis de un ciclo de aprendizaje entorno a la problemática socioambiental del cambio climático. Para su evaluación se utilizó una metodología de carácter mixto. Los resultados obtenidos sugieren que este tipo de prácticas pueden contribuir a mejorar el compromiso del futuro profesorado con una Educación Ambiental orientada hacia la Sostenibilidad y crítica con el modelo actual de desarrollo, permitiendo la construcción de un marco educativo basado en metodologías globalizadas y participativas, así como a favorecer la adquisición de competencias docentes.

show abstract

What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand

Cited by 41 publications

References 53 publications

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research

Educar para el cambio y la sostenibilidad: Evaluación de una propuesta de aprendizaje experiencial para formar al profesorado en formación inicial

Contact Info

Product

Resources

About