Reviewing Vietnam Geography Textbooks from an ESD Perspective

Nguyen, Thao Phuong

doi:10.3390/su11092466

Cited by 22 publications

(14 citation statements)

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“…Despite these advances, the investigative findings of Guo et al [16] on the concept of sustainable development in secondary education in China revealed a non-existent curricular content in textbooks, little or no support for its implementation, knowledge gaps among teaching staff, and weak evaluation. These results are consistent with the study of Nguyen [17] on how ESD is conveyed in Geography textbooks from Vietnam. The work demonstrated that, despite the existence of its relative promotion, a unidimensional focus was identified, oriented towards description and indoctrination; this conclusion is almost the same as the one reached from the curricular proposals implemented in La Garriga (Barcelona, Spain), on the lack of uniformity of the subject matter for ESD [18].…”

Section: Introductionsupporting

confidence: 91%

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

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Section: Introductionsupporting

confidence: 91%

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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“…2). Scholz et al (2014), Mishra (2015), Ridha et al (2019aRidha et al ( , 2019b Taxonomie učebních úloh dle modelu kompetencí pro systémové myšlení v oblasti (trvalé) udržitelnosti Specifickou taxonomií, která však byla použita pouze v jedné analyzované, environmentálně zaměřené studii (Nguyen 2019), je taxonomie učebních úloh dle modelu kompetencí pro systémové myšlení v oblasti (trvalé) udržitelnosti. Tato taxonomie do jisté míry zohledňuje kognitivní náročnost učebních úloh, formu provedení (např.…”

Section: Zdroj Dat: Jo a Bednarz (2009)unclassified

“…15 % úloh, které jsou zaměřeny na kompetence k udržitelnému rozvoji, z celkového počtu úloh v učebnici) ve vietnamských učebnicích geografie ukázala, že převažují úlohy zaměřené na systémové myšlení (94 % z celkového počtu analyzovaných učebních úloh). Naopak žádná učební úloha není zaměřena na řešení problémů (Nguyen 2019).…”

Section: Zdroj Dat: Jo a Bednarz (2009)unclassified

“…K tomuto zjištění dospěly výzkumy využívající několik různých taxonomií, které kategorizovaly učební úlohy z různých úhlů pohledu na kognitivní náročnost (srov. Jo a Bednarz 2009, Martinha 2011, Krause et al 2017, Nguyen 2019. Nízká kognitivní náročnost úloh je však v rozporu s moderními koncepcemi geografického vzdělávání, v nichž je kladen důraz na systémové myšlení, řešení problémů či kritické hodnocení geografické jevů a procesů (srov.…”

Section: Diskuzeunclassified

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Výzkum učebních úloh v učebnicích geografie: přehledová studie

TRAHORSCH¹,

KNECHT

2021

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Although learning tasks are among the key components of Geography textbooks, they are not adequately addressed in research in Czechia and Slovakia. The aim of this study is to describe methodological approaches to the analysis of learning tasks in Geography textbooks applied in textbooks written in English and to synthesize related research findings. A systematic review study was applied to fulfil the objectives of the study. After gradual selection of the relevant sources, 13 studies were analyzed. The results show that within the methodologies used in the studies predominante the analyses of learning tasks which are focused on the categorization of tasks in terms of their cognitive demands and in terms of their potential to develop spatial thinking. The synthesis of the results showed that most learning tasks in textbooks are characterized by low cognitive intensity or develop the lowest categories of spatial thinking. In the light of research findings, we identify the desired directions of research of learning tasks in textbooks of geography and provide recommendations for authors and publishers of textbooks.

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“…For the development goals to be realized and achieved in 2030, UNESCO initiated the concept of Education, for Sustainable Development or Education for Sustainable Development (ESD) (UNESCO, 2017). ESD is a follow-up to sustainable development goals to encourage achieving these goals in the field of education (Nguyen, 2019). ESD aims to shape students to acquire the knowledge and skills needed to familiarize themselves with sustainable living behavior.…”

mentioning

confidence: 99%

The ESD-oriented RADEC model: To improve students sustainability consciousness in elementary schools

2022

pegegog

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Sustainability consciousness is an outcome of Education for Sustainable Development, which was launched by UNESCO in 2014 to create a society with sustainable living behavior. The purpose of this research is to analyze the impact of the RADEC learning model oriented ESD on students' sustainability consciousness. This research involved 150 elementary students from 6 districts of Bogor city in Indonesia. The participants' age range was 10-11 years, while the study duration was 2 months and from the 5th grade. The sampling technique used was purposive random sampling. This study used a pre-experiment with pre-post test design. The data were collected by giving a development questionnaire of sustainability consciousness which was adapted from Gerick et al ( 2019). The questionnaire consists of 27 statement items. The results showed that (1) there was a difference in the sustainability consciousness of students before and after being given the RADEC learning model oriented ESD, this was indicated by sig (0.000) < (0.05); (2) The average sustainability consciousness of students after being given the RADEC learning model integrated ESD for sustainability knowingness, sustainability attitude and sustainability behavior (4.42, 4.72, 4.35) is higher than the average sustainability consciousness before being given the RADEC learning model integrated ESD for sustainability knowingness, sustainability attitude and sustainability behavior (3.24, 3.51, 3.18); (3) Aspect sustainability behavior having medium category and for aspect sustainability knowledge and sustainability attitude, same have high categories. Based on the results, we can see that RADEC learning model-integrated ESD can help students achieve a higher proportion of sustainability consciousness in all aspects. The recommendation for this research is that teachers can design and implement an ESD-oriented RADEC model that facilitates students to develop sustainable consciousness skills effectively.

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Reviewing Vietnam Geography Textbooks from an ESD Perspective

Cited by 22 publications

References 25 publications

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Výzkum učebních úloh v učebnicích geografie: přehledová studie

The ESD-oriented RADEC model: To improve students sustainability consciousness in elementary schools

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