Moving Beyond the EE and ESD Disciplinary Debate in Formal Education

McKeown, Rosalyn; Hopkins, Charles

doi:10.1177/097340820700100107

Cited by 90 publications

(52 citation statements)

References 3 publications

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“…Education for sustainable development is thus centered far more on humans than environmental education, and it has even been feared that since environmental education is becoming a part of education for sustainable development it would lose some of its uniqueness, i.e. the underlying worldview that humans are part of nature (McKeown & Hopkins, 2007). The New Kosovo Curriculum is competency based approach.…”

Section: Environmental Education In Kosovomentioning

confidence: 99%

The Acceptability of Teachers’ Value Related Statements About Sustainable Development and Climate Change Among Non-Science and Science Major Students From Kosovo

Veselaj¹,

Torkar²

2017

EJSD

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In this paper we identify teachers' value-laden statements about sustainable development and climate change that are (not) acceptable for pre-service students of preschool education (non-science majors) and student teachers of biology and chemistry (science majors) in their final year of university studies at the Faculty of Education University of Prishtina, Kosovo. Fifteen statements were provided and students had to choose among options "acceptable statement", "unacceptable statement" and "cannot decide". The questionnaire was completed by 63 students. The results show that the students expect their teachers to promote the principles of sustainable development. The majority of students considered as unacceptable any teacher's statement that would throw doubt about the cause or necessity to act against climate change. Most of the students reported that they already heard unacceptable value-laden statements made by their teacher. Their most common reaction was to become alerted and discuss the statement with a colleague(s) in the classroom. Findings of the study do not provide clear conclusions on how science education of science and non-science major students influence on their acceptance of value-laden statements made by their teachers.

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Section: Environmental Education In Kosovomentioning

confidence: 99%

The Acceptability of Teachers’ Value Related Statements About Sustainable Development and Climate Change Among Non-Science and Science Major Students From Kosovo

Veselaj¹,

Torkar²

2017

EJSD

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“…(Bolstad et al, 2008, p. 43) As discussed in Section 2.2.2, too much education about the environment -if it focuses on environmental problems -can overwhelm students and leave them feeling powerless (Jensen & Schnack, 1997;Uzzell, Rutland & Whistance, 1995). Hopkins, 2007;Ministry of Education, 1999), but is challenging for secondary schools because of a number of pressures Chapman & Eames, 2007;Eames et al, 2008). Pressures on teachers include what is perceived as an overcrowded curriculum Chapman & Eames, 2007;Eames et al, 2008;Jenkins, 2009) and insufficient time and resources to plan and take action for the environment .…”

Section: : Environmental Education Professional Development; and mentioning

confidence: 99%

Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

Lebo¹,

Eames²,

Coll³

et al. 2013

Aust. J. environ. educ.

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Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behaviour. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (Years 9 and 10) to enhance students’ ecological and scientific literacy, as well as their attitudes toward studying science in school.Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking, as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one Year 10 science class in New Zealand.Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students’ ecological literacy, and on students’ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students’ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totalling 31 days. Before and after some classroom visits, I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.Findings show that a permaculture approach to junior secondary science can impact positively on students’ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher'sattitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning.The teacher and the students responded favourably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualised science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared to: improve their use of science and sustainability vocabulary; become more aware of select socio-scientific issues; better recognise scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering — and prioritised protecting the environment over making money — there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.Trends in environmental degradation, population growth, energy inflation, and economic stagnation — especially pronounced since the beginning of this inquiry in 2008 — indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

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“…According to McKweon and Hopkins (2007) great effort is needed at four levels of the education system if ESD is to succeed. They are disciplinary level, school level, educational system level, and international level.…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Education for sustainable development in technology education in Irish schools: a curriculum analysis

McGarr

2009

Int J Technol Des Educ

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This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology related subjects offered, the study of Technology and Society is only addressed in one in a comprehensive manner. The paper discusses the implications of this limited integration, examines the factors inhibiting greater integration of ESD and outlines opportunities for future development.Keywords Education for sustainable development; Development education; Technology and society; Technology education; Critical thinking; Technology education in Ireland.2 Introduction The need to integrate Education for Sustainable Development (ESD) into all levels of the education system has taken on a new priority in recent years. All governments are challenged with the task of embedding ESD at a national, school-wide and subject level. In Ireland, the national strategy for the development of ESD aims to embed ESD across the curricula of primary and post-primary schools promoted through active learning and cross curricular collaboration. The challenge for all subject areas at post-primary level therefore is to examine ways in which ESD can be embedded into their existing syllabi. Technology education holds enormous potential to embed elements of ESD within its syllabi. The study of Technology and Society has been identified as a key aspect of technology education by the National Council for Curriculum and Assessment (NCCA). Technology and Society enables the student to explore the complex relationship between technology and society and by doing so can introduce the students to topics such as the relationship between technology and the environment, the social shaping of technology, intermediate technology, poverty, peace, human rights, cultural diversity, environmental protection and a range of other topics related to ESD. Amidst the backdrop of considerable curricular changes in Technology education in Irish post-primary schools this paper explores the extent to which technology and society, and subsequently ESD, is integrated and addressed throughout the range of technology related subjects in Irish schools.

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Moving Beyond the EE and ESD Disciplinary Debate in Formal Education

Cited by 90 publications

References 3 publications

The Acceptability of Teachers’ Value Related Statements About Sustainable Development and Climate Change Among Non-Science and Science Major Students From Kosovo

The Acceptability of Teachers’ Value Related Statements About Sustainable Development and Climate Change Among Non-Science and Science Major Students From Kosovo

Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

Education for sustainable development in technology education in Irish schools: a curriculum analysis

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