Sustainable Use of Ecological Concepts in Educational Science

Abstract

<jats:title>Abstract</jats:title><jats:p>In this article, the authors discuss the use of ecological concepts (ecology, boundary, niche) in educational research to understand if and how these concepts from one field of science (ecology) can bring a new understanding to another field of science (education). We have conducted a systematic search in the ERIC database to identify articles where key concepts from ecology, such as ecosystem, boundaries and niche, are used in educational research. An algorithm inspired by Rodger’s (2000) contextual model of concept analysis was used to examine how the concepts contribute to explore, explain or understand an educational system or an educational process. We find that the use of ecology-oriented concepts is related to a circular rather than a linear causality between actors and environment and between thoughts and actions. Thus, an ecological educational approach is characterised by wholeness, and emphasizes context as well as the complex interconnected mechanisms in educational processes.</jats:p>

Teachers’ understanding and enhancement of learning for sustainability in Mauritian primary schools.

“…In support, Agirreazkuenaga (2019) confirms the dire need for proper knowledge and training on the use of relevant teaching methodologies and strategies to engage learners based on their level of understanding concepts of sustainability. Svenkerud et al (2020) concur that teachers' understanding of concepts of sustainability influences the way they teach so that they promote meaningful living in a healthy society. This may result in improving behaviour and attitude, while acting as a vehicle for positive transformation such that learners realise the value of survival in a sustainable world.…”

“…When teachers possess accurate content knowledge, they become confident in their teaching -then no one can challenge them for not imparting the relevant knowledge adequately (Evans et al, 2012). Svenkerud et al (2020) affirm that LFS is not a novel phenomenon but an innovative way of thinking that all teachers need to implement in their daily teachings. Hence, teachers should upgrade their knowledge of sustainability by themselves, or training sessions can be arranged by the Ministry for teachers to strengthen their knowledge of LFS to achieve the goals of sustainability.…”

“…In the previous cycle, it was revealed that the participants possessed limited understanding of LFS, while some had never heard or read of the term LFS, and some did not pay attention to LFS before. As teachers' understanding of the concept sustainability impacts on their way of engagement and enhancement in the classroom (Svenkerud et al, 2020), teachers need to upgrade their knowledge of LFS to enable learners to adopt wise decisions for future sustainability. In cycle two, teachers inquired about LFS and researched ways to teach LFS effectively.…”

“…emphasised that principles taught about LFS should be expanded beyond the classroom and whiteboards, and that active learning should be promoted to improve learners' development of critical-thinking skills. Similarly, Zibell (2013) also pointed out that outdoor lessons will be more appropriate to teach LFS, while Svenkerud et al (2020) criticised teachers who have limited content knowledge as they would not be able to enhance their teaching of LFS (Evans et al, 2012).…”