Children's Thinking about Air Pollution: a systems theory analysis

Wylie, Judith; Sheehy, Noel; McGuinness, Carol; Orchard, Gerry

doi:10.1080/1350462980040201

Cited by 33 publications

(21 citation statements)

References 6 publications

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“…Relational understandings between all the different aspects were the most difficult for students to grasp. Similar results are also presented by Loughland et al (2002) and Wylie et al (1998). Students' emotional expressions were integrated in their cognitive understandings, and emotions could be seen as part of their value judgments concerning sustainability issues.…”

Section: (2) 2013supporting

confidence: 78%

“…Teaching and learning the topics around issues of sustainability are considered complex in content, including understanding relationships between 1) the aspects of sustainable development (Jonsson, 2007;Walshe, 2008), and 2) ecological and environmental issues (Loughland et al, 2002;Wylie, Sheehy, McGuinness & Orchard, 1998). ESD is further considered to include values and decisionmaking, thus displaying different ethical perspectives in complex questions about sustainability (Stenmark, 2002;Öhman & Östman, 2008).…”

Section: (2) 2013mentioning

confidence: 99%

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Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Manni

Ottander

Sporre

et al. 2013

NorDiNa

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This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students' cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students' learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students' diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

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Section: (2) 2013supporting

confidence: 78%

Section: (2) 2013mentioning

confidence: 99%

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Manni

Ottander

Sporre

et al. 2013

NorDiNa

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“…Here, the chain of reasoning is less direct, although not beyond the understanding of school students (Wylie et al 1998). It is, unfortunately however, not surprising that these students do not make these connections, because consumerism has not been stressed in Australian environmental education materials related to the global warming Smith 1999/ 2000), and this is similar for many such educational resources worldwide (Schreiner et al 2005).…”

Section: Students' Believed Usefulness Of Action and Willingness To Actmentioning

confidence: 99%

Australian Secondary Students’ Views About Global Warming: Beliefs About Actions, and Willingness to Act

2008

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“…Students as young as 8 years old can gain systems thinking skills and apply them within a social-ecological context (Wylie et al 1998), and these sorts of learning interventions can have lasting effects (Ben-Zvi Assaraf and Orion 2010). Placing learning within a social-ecological systems context may further enhance the effect this tool has on fostering resilience (Sterling 2003, Kyburz-Graber et al 2006, Krasny 2009).…”

Section: Systems Thinkingmentioning

confidence: 99%

Educating for resilience in the North: building a toolbox for teachers

Spellman¹

2015

E&S

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ABSTRACT. Communities at far northern latitudes must respond rapidly to the many complex problems that are arising from changing climate. An emerging body of theoretical and empirical work has explored the role that education plays in enhancing the resilience and adaptability of social-ecological systems. To foster effective, local, and timely responses of high-latitude communities to climate-driven social-ecological change, educators need access to successful and efficient teaching tools to foster resilience-promoting feedbacks. The potential for existing teaching practices to address this need, however, must be investigated and communicated to teachers. Here, I review the education and sustainability science literature for attributes of resilience to which formal education can contribute, and I investigate teaching strategies that help to enhance these attributes. Using examples from Alaska, I examine the potential for systems thinking, metacognition, scenarios thinking, citizen science, and stewardship learning to promote resilience in social-ecological systems. I begin to develop a toolbox of teaching strategies for resilience education and suggest that policy for formal schools incorporates these tools into everyday teaching practice.

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Children's Thinking about Air Pollution: a systems theory analysis

Cited by 33 publications

References 6 publications

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Australian Secondary Students’ Views About Global Warming: Beliefs About Actions, and Willingness to Act

Educating for resilience in the North: building a toolbox for teachers

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