Hopeful approaches to teaching and learning environmental “wicked problems”

Sharp, Emma L.; Fagan, Joseph; Kah, Mélanie; McEntee, Marie; Salmond, Jennifer

doi:10.1080/03098265.2021.1900081

Cited by 10 publications

(20 citation statements)

References 29 publications

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“…One without the other is not an effective means for acquiring knowledge [29]. Synergistic learning transactions between the person and the landscape still occur with the VSV in the ELM cycle where students are able to co-develop their own situated knowledges about the site [70,25]. Students are able experience tangible learning experiences, both observational and participatory [54] within the VSV [71,72].…”

Section: 5mentioning

confidence: 99%

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

leBrasseur

2023

Int. J. Emerg. Technol. Learn.

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Site visits are a key pedagogical tool within natural science and geographical education. Site visits provide an interactive experience to enable learning through the exposure to a real-world spatio-temporal environment. COVID-19 restrictions required the development of a virtual site visit for a landscape ecology course in North America. In this study, a series of digital tools were coordinated to deliver site visit information focusing on multi-sensory, multi-scalar, and multi-media information based on Kolb’s experiential learning model, particularly Step 1, the concrete experience. This research explored student’s perceptions and opinions of the digital tools provided to complete their ecological restoration management assignment and their effectiveness and usability. 4th year natural resource and environmental science students (n=52) reported predominately positive attitudes towards the use of the virtual site visit. Though students did not prefer the virtual site visit over a physical site visit, they noted that the virtual site visit digital tools did provide the same information as a site visit and that they felt they were able to understand all aspects of the physical site through the virtual site visit tools provided, particularly through the digital photographs and the 360-degree virtual reality imagery. Successful student assignments illustrated experiential learning outcomes were met.

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Section: 5mentioning

confidence: 99%

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

leBrasseur

2023

Int. J. Emerg. Technol. Learn.

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“…Por su parte, la confianza permite el intercambio de información y sentimientos, lo que genera apertura entre los seres humanos y contribuye con la aceptación mutua entre estos (Barnett, 2011). De esta forma, la confianza estimula que los estudiantes estén dispuestos a compartir ideas, evaluar otros puntos de vista, reflexionar sobre sus propias ideas e incorporar diferentes perspectivas (Sharp et al, 2021). Esto viabiliza el reconocimiento de la diversidad cultural en los grupos de aprendizaje (Poort et al, 2022).…”

Section: El Rol Mediador De La Confianza En La Relación Entre Escucha...unclassified

Caminos para la acreditación del profesorado universitario: escucha empática, confianza y diversidad

Giraldo

González

Osorio-Londoño

2023

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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Este estudio evalúa la influencia de la escucha empática de los profesores y la diversidad en el aula de clase con el rol mediador de la confianza. El propósito responde a la escasez de estudios sobre estas relaciones en el contexto educativo universitario, especialmente en lo que tiene que ver con la acreditación profesoral y el uso de estas variables en las aulas de clase latinoamericanas. Así, hipótesis sobre la influencia directa de la escucha empática en la diversidad y sobre la mediación de la confianza en esta relación fueron evaluadas a través de un Modelo de Ecuaciones Estructurales mediante la técnica de los Mínimos Cuadrados Parciales, en una muestra de 107 profesores colombianos de educación superior. Los resultados de este estudio indican que la escucha empática influye de manera positiva y significativa en la diversidad y, además, señalan que la confianza es un mecanismo que media de manera parcial, pero significativa, la relación entre ambas variables. Estos resultados implican que la diversidad en el aula se fomenta cuando los profesores mejoran su capacidad para escuchar a los estudiantes de manera empática. Asimismo, advierten que esta escucha conduce a la generación de confianza entre profesores y estudiantes, lo que facilita la expresión de la diversidad en el aula de clase. Si los profesores acreditan competencias en estas tres variables se hace visible el aprendizaje significativo en los estudiantes.

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“…At the same time, although it is important to develop awareness and action competence on such issues both on an individual and collective level (Cantor et al, 2015), the fact of framing them as 'wicked problems' makes people, especially the young ones, feel overwhelmed and discouraged to get involved with (Lazarus, 2009;Hulme, 2009). This also applies to education, with both students and teachers feeling distressed and reluctant to engage with complex environmental problems, especially global ones, such as climate change (Sharp et al, 2021).…”

Section: Boundary Crossing Creativity In the Design Of Educational Resources On 'Wicked' Sustainability Problemsmentioning

confidence: 99%

“…Creativity together with collaboration and problem-solving are highlighted as key meta-knowledge competences that enable educational designers, teachers and of course students to act on their disciplinary knowledge and develop new forms of personal and collective knowledge about our rapidly changing world (Kereluik et al, 2013). Channeling the cultivation of such skills in education is crucial since they are underlined as necessary to support the transition to new ways of thinking, learning and addressing many of the current and challenging environmental and sustainability challenges of our times (Newman-Storen, 2014;Sharp et al, 2021). Teaching and learning about these challenges requires all parties concerned to develop dispositions cultivating such skills and competences.…”

Section: Introductionmentioning

confidence: 99%

Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change

Kynigos

Δασκολιά

2021

Creativity. Theories – Research - Applications

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We approach creativity in educational design with teachers working together in interdisciplinary communities of practice to develop resources for teaching and learning about climate change in formal school settings. We address climate change as a socio-scientific ‘wicked problem’ and discuss the notion of creativity in educational design in a context of transformative intervention in education leading away from silo academic domain paradigms. We perceived the resources as boundary objects during the process of communication and joint design by the diverse community members. Our interest focused on studying the boundary crossing processes which facilitated creative ideas to come out, selected and transcribed into the actual resources designed. Critical episode analysis showed that boundary crossing mechanisms were employed in the interactions among the educational designers aided by and in interaction with digital media supporting collaboration. These socio-technical interactions functioned as an empowered professional learning and working milieu, within which creative processes and outcomes were nurtured. In particular, educational designers, along with trying to frame climate change as a wicked problem, attempted to address the challenging issue of designing a creative educational resource on this topic. Our research suggests that boundary crossing creativity in interdisciplinary teams of educational designers can be an answer to not only how to focus learning on addressing the grand wicked problems of our times, but also how to deal with the multiple challenges arising from educational design per se.

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Hopeful approaches to teaching and learning environmental “wicked problems”

Cited by 10 publications

References 29 publications

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

Caminos para la acreditación del profesorado universitario: escucha empática, confianza y diversidad

Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change

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