Education for sustainable development in primary and secondary schools : pedagogical and practical approaches for teachers

Education for sustainable development in primary and secondary schools : pedagogical and practical approaches for teachers / Güliz Karaarslan Semiz, editor.

This volume provides teachers with pedagogical approaches and practical applications to implement Education for Sustainable Development (ESD), and with assessment strategies to evaluate the learning outcomes of ESD in primary and secondary education. In addition to appropriate pedagogical approaches...

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Bibliographic Details
Other Authors: Semiz, Güliz Karaarslan (Editor)
Format: eBook
Language:English
Published: Cham : Springer, [2022]
Series:Sustainable development goals series.
Subjects:
Education, Primary > Aims and objectives.
Education, Secondary > Aims and objectives.
Sustainable development.
sustainable development.
Education, Primary > Aims and objectives
Education, Secondary > Aims and objectives
Sustainable development
Online Access:Click for online access
Table of Contents:
  • Intro
  • Foreword
  • As if Everything Depends on It: Educating for Life
  • References
  • Editor's Preface
  • Reference
  • Acknowledgement
  • Contents
  • Contributors
  • Abbreviations
  • Part I: Introduction to ESD
  • 1: Conceptualisation of ESD: Theoretical and Pedagogical Considerations
  • 1.1 Introduction
  • 1.2 Education for Sustainable Development: Brief History and Theory
  • 1.3 Critical Themes and Pedagogical Approaches in ESD
  • 1.4 Conclusion
  • References
  • 2: Prospects for a Better Future: The Significance of ESD in Primary and Secondary Education
  • 2.1 My Personal Trip to ESD
  • 2.2 The World's Response
  • 2.3 My ESD Experience
  • 2.4 Brief History of Human Awakening on the Need for Sustainable Development: Human Environment (Stockholm) - Environment and Development (Rio) and Sustainable Development (Johannesburg)
  • 2.5 ESD for 2030
  • 2.6 Young Change-Makers and Hope for Future
  • References
  • Part II: Implementation of ESD: Integrating Theory and Practice
  • 3: Curriculum Change and Selective Teaching Traditions: Consequences for Democracy and the Role of Education
  • 3.1 Introduction
  • 3.2 Selective Teaching Traditions and Democracy
  • 3.2.1 Tacit Frameworks
  • 3.2.2 The Origins of Research in Science Education
  • 3.2.3 Selective Teaching Traditions in Environmental Education
  • 3.2.4 Democracy and Action Competence
  • 3.2.5 Education and Democracy
  • 3.3 Distribution of Selective Traditions: Before and After the Curriculum Change in 2011
  • 3.3.1 The Result of the Comparison Due to Curriculum Change
  • 3.4 Discussion
  • 3.5 Conclusion and Suggestions
  • References
  • 4: Outdoor Education for Sustainability with Systems Thinking Perspective
  • 4.1 Introduction
  • 4.2 Systems Thinking as an Important Skill for Dealing with Today's Complex Problems
  • 4.2.1 The Importance of Systems Thinking in ESD
  • 4.3 Outdoor Education for Sustainability Approach to Foster Systems Thinking Skills
  • 4.4 Incorporating Systems Thinking in Outdoor Education for Sustainability: A Learning Activity Example
  • 4.5 Conclusion and Suggestions
  • References
  • 5: Real-World Learning as a Frame for Sustainability in Education
  • 5.1 Introduction
  • 5.2 Learning Together in Real World
  • 5.3 Sustainability and Real-World Learning
  • 5.3.1 A Model for Planning Learning Experience About Sustainability in the Real World
  • 5.4 Working with the RWL Hand Model
  • 5.5 Bringing Together the 'In' and the 'Out' of the School for Learning Towards a Sustainable World
  • 5.6 The City Around the School Is a Living Hub for Sustainability and Science Learning
  • 5.7 In Conclusion: Why Is There Not More Real-World Learning?
  • References
  • 6: The Environment: A Question of Justice?
  • 6.1 Introduction: The Power Line
  • 6.1.1 Social Justice and the Sustainable Development Goals

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