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Journal of Education for Sustainable Development最新文献

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Decoding Mass Media Techniques and Education for Sustainable Development 解读大众传媒技术与可持续发展教育
Journal of Education for Sustainable Development Pub Date : 2017-09-01 DOI: 10.1177/0973408218761229
I. P. Kotsalas, Anna Antoniou, M. Scoullos
{"title":"Decoding Mass Media Techniques and Education for Sustainable Development","authors":"I. P. Kotsalas, Anna Antoniou, M. Scoullos","doi":"10.1177/0973408218761229","DOIUrl":"https://doi.org/10.1177/0973408218761229","url":null,"abstract":"A fundamental objective of environmental education (EE) and education for sustainable development (ESD) is the promotion of critical thinking, through which learners could resist messages (e.g., from TV), leading to unsustainable lifestyles and practices. The analysis of messages from media was used for: identifying influencing techniques; presenting these techniques to secondary school students allowing them to identify the techniques in messages from advertisements and assess their impact. After a very brief educational intervention, 84 per cent of the students were able to identify and decode techniques and make useful reflections. Furthermore, some techniques were tested as potentially useful for enhancing learning and/or environmental-friendly attitudes. The use of advertisement methods in teaching did not facilitate the assimilation of knowledge related to environmental science (chemistry); however, it improved the attitudes towards environmental-friendly and sustainable approaches.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123791536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
A National Overview of Climate Change Education Policy: Policy Coherence between Subnational Climate and Education Policies in Canada (K-12) 气候变化教育政策的国家概述:加拿大次国家气候与教育政策之间的政策一致性(K-12)
Journal of Education for Sustainable Development Pub Date : 2017-09-01 DOI: 10.1177/0973408218754625
Andrew Bieler, Randolph Haluza-Delay, A. Dale, M. McKenzie
{"title":"A National Overview of Climate Change Education Policy: Policy Coherence between Subnational Climate and Education Policies in Canada (K-12)","authors":"Andrew Bieler, Randolph Haluza-Delay, A. Dale, M. McKenzie","doi":"10.1177/0973408218754625","DOIUrl":"https://doi.org/10.1177/0973408218754625","url":null,"abstract":"This article analyses the depth of engagement with climate change education policy across all 13 provinces and territories in Canada. A comparative content analysis of 13 climate action plans (CAP) and 90 K-12 education policy documents shows a major gap existing between Canada’s climate and education policies. While subnational climate policy calls for education to contribute substantially to addressing climate change, education policy is not aligned towards this call. Three themes emerged within the overview of the provinces and territories: shallow engagement with climate change within education policies; the predominance of energy efficiency upgrades for schools as a foremost education sector objective; and policy gaps that show a lack of attention to many areas of climate education. Further detailing the climate change education objectives in four provinces identified as playing a leadership role in climate policy, this research suggests that even among these climate leaders, K-12 education policy minimally attends to climate change. Alignment between Canadian and international trends in climate change education is also assessed.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116959856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Sustainability, Law and Public Choice 可持续性，法律和公共选择
Journal of Education for Sustainable Development Pub Date : 2017-03-01 DOI: 10.1177/0973408217694266
J. Dernbach
{"title":"Sustainability, Law and Public Choice","authors":"J. Dernbach","doi":"10.1177/0973408217694266","DOIUrl":"https://doi.org/10.1177/0973408217694266","url":null,"abstract":"Gyula Bándi, Marcel Szabó and Ákos Szalai, Europa Law Publishing, Groningen, 2014, 205 pages, $68.40 (Amazon). ISBN 978–90-895–21538, E-book ISBN 978–90-895–21545.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124028177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics 挑战全球伦理统一的教学:宗教伦理主张作为可持续性教学中的民主迭代
Journal of Education for Sustainable Development Pub Date : 2017-03-01 DOI: 10.1177/0973408217699331
Olof Franck
{"title":"Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics","authors":"Olof Franck","doi":"10.1177/0973408217699331","DOIUrl":"https://doi.org/10.1177/0973408217699331","url":null,"abstract":"The aim of this article is to highlight the role of religiously motivated ethics within the field of sustainability didactics. The article starts with critical reflections on the idea that religion, by proposing claims for knowledge of absolute authorities such as ‘divine beings or supernatural dimensions’, offers capacity for uniting various ethical life-views and positions. An alternative position is outlined: religious claims of this kind rather have to be interpreted as democratic iterations, paving the way for constructive agonistic communication inside, as well as outside, classrooms where RE (religious education) and ethics education are carried out with reference to various dimensions of social sustainability. Such teaching contexts may be apprehended as ‘democratic communities’ where religious justifications for ethical positions that refer to absolute divine or supernatural authorities could be seen as constructively challenging the borders for mutually respectful communication, and therefore as being important to highlight within ethics education on sustainability.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"45 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125676329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Learning Outcomes in Sustainability Education Among Future Elementary School Teachers 未来小学教师可持续发展教育的学习效果
Journal of Education for Sustainable Development Pub Date : 2017-03-01 DOI: 10.1177/0973408217725861
Rider W. Foley, Leanna M. Archambault, A. Hale, Hsiang-kai Dong
{"title":"Learning Outcomes in Sustainability Education Among Future Elementary School Teachers","authors":"Rider W. Foley, Leanna M. Archambault, A. Hale, Hsiang-kai Dong","doi":"10.1177/0973408217725861","DOIUrl":"https://doi.org/10.1177/0973408217725861","url":null,"abstract":"Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is being introduced into elementary classrooms after preservice teachers were required to take a course in sustainability.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129965147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Higher Education for Sustainable Development 高等教育促进可持续发展
Journal of Education for Sustainable Development Pub Date : 2017-03-01 DOI: 10.1177/0973408217694267
Julian Dautremont-Smith
{"title":"Higher Education for Sustainable Development","authors":"Julian Dautremont-Smith","doi":"10.1177/0973408217694267","DOIUrl":"https://doi.org/10.1177/0973408217694267","url":null,"abstract":"Kerry Shephard, Palgrave Macmillan, New York, 2015, 131 pages. $67.50 (hard cover). ISBN 978-1-137-54840-5.1","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121776502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Improving Sustainable Living Education through the Use of Formative Experiments 运用形成性实验改善可持续生活教育
Journal of Education for Sustainable Development Pub Date : 2017-03-01 DOI: 10.1177/0973408217696532
Brooklynn J Wynveen
{"title":"Improving Sustainable Living Education through the Use of Formative Experiments","authors":"Brooklynn J Wynveen","doi":"10.1177/0973408217696532","DOIUrl":"https://doi.org/10.1177/0973408217696532","url":null,"abstract":"Experts agree that overconsumption is a major problem in Western culture today, particularly in the United States. Thus, it is important to promote sustainable behaviour among the general public. However, existing educational programming geared towards promoting such behaviour remains appealing largely to environmentally motivated audiences, as opposed to individuals with alternative motivations. In response to this discrepancy, I conducted a formative experiment aimed at (a) fostering participation among non-environmentally motivated individuals in sustainable living educational programming and (b) obtaining behaviour change commitments from those participants. While formative and design-based experiments are relatively familiar to education researchers, they have not typically been applied to research aimed at improving sustainable living education. Hence, the research process and results outlined here represent an effort to extend an existing research approach into a novel area of inquiry. The findings presented hold implications for both researchers and practitioners in the field of sustainable living education.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128722722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Reviews and Resources 回顾和资源
Journal of Education for Sustainable Development Pub Date : 2017-03-01 DOI: 10.1177/0973408217694264
W. Calder
{"title":"Reviews and Resources","authors":"W. Calder","doi":"10.1177/0973408217694264","DOIUrl":"https://doi.org/10.1177/0973408217694264","url":null,"abstract":"","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116973221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
International Conference on Education as a Driver for Sustainable Development Goals 教育推动可持续发展目标国际会议
Journal of Education for Sustainable Development Pub Date : 2016-09-01 DOI: 10.1177/0973408216661813
{"title":"International Conference on Education as a Driver for Sustainable Development Goals","authors":"","doi":"10.1177/0973408216661813","DOIUrl":"https://doi.org/10.1177/0973408216661813","url":null,"abstract":"Gender equality and empowerment of women and girls is both a crosscutting issue, as well as a goal in its own right. In order to redress the articulations of the SDG5 targets without a timeframe, which is key for tracking progress, we strongly recommend to link different stakeholders, social sections and accountability mechanisms. Specifically each SDG target should only be considered successfully achieved if it also meets the SDG5 targets in that goal area. We further:","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131141059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research 可持续发展教育对素质教育的贡献:综合研究
Journal of Education for Sustainable Development Pub Date : 2016-09-01 DOI: 10.1177/0973408216661442
R. Laurie, Yuko Nonoyama-Tarumi, R. Mckeown, Charles A. Hopkins
{"title":"Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research","authors":"R. Laurie, Yuko Nonoyama-Tarumi, R. Mckeown, Charles A. Hopkins","doi":"10.1177/0973408216661442","DOIUrl":"https://doi.org/10.1177/0973408216661442","url":null,"abstract":"This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. Five common questions were used for the interviews in each country to solicit education leaders and practitioners’ views on the outcome and implementation of ESD. The analysis revealed that major themes repeated across the 18 studies, showing that ESD contributes in many ways to quality education in primary and secondary schools. Teaching and learning transforms in all contexts when the curriculum includes sustainability content, and ESD pedagogies promote the learning of skills, perspectives and values necessary to foster sustainable societies. The research also identified the need to integrate ESD across all subjects, to provide professional development for teachers to ensure ESD policy implementation and to adopt ESD management practices to support ESD in the curriculum in order to broaden ESD across countries.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120969153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 218
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