Environmental Education Research最新文献_第10页

Integrating character education and the values aspect of environmental and sustainability education: an interdisciplinary study exploring common ground, tensions, and feasibility 将性格教育与环境和可持续发展教育的价值观相结合：一项探索共同点、紧张关系和可行性的跨学科研究

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-31 DOI: 10.1080/13504622.2023.2172141

K. Jordan

引用次数: 0

Education for sustainable development among rich and poor: didactical responses to biopolitical differentiation 富人和穷人之间的可持续发展教育:对生物政治分化的教学反应

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-27 DOI: 10.1080/13504622.2023.2172140

Linus Bylund

引用次数: 0

Which “sustainable university” are we actually talking about? A topic modelling-assisted discourse analysis of academic literature 我们实际上在谈论哪所“可持续大学”？专题建模辅助学术文献语篇分析

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-24 DOI: 10.1080/13504622.2023.2167940

Maarten Deleye

引用次数: 1

Sustainability competences in primary school education – a systematic literature review 小学教育中的可持续能力——一项系统的文献综述

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-23 DOI: 10.1080/13504622.2023.2170984

Marjo Vesterinen, Ilkka Ratinen

引用次数: 2

Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices 可持续发展教育中的教师形象：兴趣、教学信念和教学实践

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-23 DOI: 10.1080/13504622.2023.2168622

Eleni Sinakou, V. Donche, P. van Petegem

引用次数: 1

Inviting the petrochemical industry to the STEM classroom: messages about industry–society–environment in webinars 邀请石化行业进入STEM课堂:网络研讨会中有关行业-社会-环境的信息

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-19 DOI: 10.1080/13504622.2023.2168623

M. Andrée, L. Hansson

引用次数: 2

Teaching action-oriented knowledge on sustainability issues 教授以行动为导向的可持续发展知识

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2023-01-18 DOI: 10.1080/13504622.2023.2167939

Katrien van Poeck, Ellen Vandenplas, Leif Östman

引用次数: 0

Developing school leading guidelines facilitating a whole school approach to education for sustainable development 制定学校主导的指导方针，促进以学校整体方式进行可持续发展教育

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-12-05 DOI: 10.1080/13504622.2022.2151980

Anette Forssten Seiser, Anna Mogren, N. Gericke, Teresa Berglund, Daniel Olsson

{"title":"Developing school leading guidelines facilitating a whole school approach to education for sustainable development","authors":"Anette Forssten Seiser, Anna Mogren, N. Gericke, Teresa Berglund, Daniel Olsson","doi":"10.1080/13504622.2022.2151980","DOIUrl":"https://doi.org/10.1080/13504622.2022.2151980","url":null,"abstract":"Abstract This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"783 - 805"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48787315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

TVET model for building safety and sustainable agriculture in Iran by 2030 and beyond 到2030年及以后在伊朗建立安全和可持续农业的职业技术教育培训模式

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-12-05 DOI: 10.1080/13504622.2022.2151573

Feyzallah Monavvarifard, A. Alibaygi

{"title":"TVET model for building safety and sustainable agriculture in Iran by 2030 and beyond","authors":"Feyzallah Monavvarifard, A. Alibaygi","doi":"10.1080/13504622.2022.2151573","DOIUrl":"https://doi.org/10.1080/13504622.2022.2151573","url":null,"abstract":"Abstract Agricultural technical and vocational education and training (TVET) for sustainable development is too important to be implemented with no plan and accomplish tangible results in the real world or in the agricultural setting. TVET can be fruitful if it is performed systematically based on proper criteria, competencies, and educational methods. This research aimed to determine the proper criteria, competencies, and educational methods for agricultural TVET for sustainable development using the analytic hierarchy process (AHP), Delphi technique, and content analysis of the literature by the PRISMA method in Iran. The results showed that agricultural TVET for sustainable development could be identified within five criteria. A total of 15 competencies were identified as the competencies of agricultural TVET for sustainable development. These competencies should be developed among trainees to achieve sustainable agriculture goals. They can be broadly classified into three categories – learning to know, learning to do, and learning to live together. The competencies in the categories of learning to do and learning to live together had higher weights in achieving sustainable agriculture goals. Finally, four educational methods were identified for training these competencies and their relative weights were determined.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"423 - 450"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48753281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings. 在 3 个不同的校外环境中考察青少年参与社区和公民科学计划的情况。

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-12-02 Epub Date: 2022-06-16 DOI: 10.1080/13504622.2022.2078480

Maryam Ghadiri Khanaposhtani, Heidi L Ballard, Julia Lorke, Annie E Miller, Sasha Pratt-Taweh, Jessie Jennewein, Lucy D Robinson, Lila Higgins, Rebecca F Johnson, Alison N Young, Gregory B Pauly, Ana I Benavides Lahnstein

{"title":"Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings.","authors":"Maryam Ghadiri Khanaposhtani, Heidi L Ballard, Julia Lorke, Annie E Miller, Sasha Pratt-Taweh, Jessie Jennewein, Lucy D Robinson, Lila Higgins, Rebecca F Johnson, Alison N Young, Gregory B Pauly, Ana I Benavides Lahnstein","doi":"10.1080/13504622.2022.2078480","DOIUrl":"10.1080/13504622.2022.2078480","url":null,"abstract":"<p><p>We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.</p>","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"28 12","pages":"1730-1754"},"PeriodicalIF":3.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7613686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33498087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0