Research, sustainability and learning
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Research, sustainability and learning
Bridging the gap between science and the practice of learning for nature, the environment and sustainability
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Making Connections at Grantown Grammar School

Making Connections at Grantown Grammar School | Research, sustainability and learning | Scoop.it

This is the story of a fascinating secondary school project that was launched in 2007. "Making Connections" is an interdisciplinary programme encompassing themes of global citizenship, sustainability, international education and enterprise linked to practical outdoor learning experiences within the Cairngorms National Park.

 

The initial focus was on developing global citizens, sustainable development education, enterprise and the four capacities (Curriculum for Excellence). It has been improved and extended each following year. It can no doubt inspire other schools considering whole school approaches to outdoor learning!

 

Download the report:

http://cairngorms.co.uk/uploads/documents/Learn/JMA_grantowngrammar_130130_v1.pdf

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Toolkit "Problem-Based Learning: A Case Study of Sustainability Education"

Toolkit "Problem-Based Learning: A Case Study of Sustainability Education" | Research, sustainability and learning | Scoop.it

This toolkit is one outcome of a three year project entitled: ‘Hybrid problem based learning: a scalable approach to sustainability education?’ funded by the Higher Education Academy's National Teaching Fellowship Scheme. It is a collaboration between Keele University, the University of Manchester and Staffordshire University. The project aimed to explore effective ways of adapting traditional problem – based learning approaches for the delivery of transformative sustainability education to large student numbers.

 

This toolkit is aimed at educators wishing to learn more about any one of the following areas:

-      traditional and hybrid problem-based learning;

-      delivering less resource intensive PBL;

-      the use of online learning technologies/social media in group-based teaching and learning;

-      education for sustainable development;

-      and, managing student group working dynamics.

 

 

Download the toolkit:http://www.keele.ac.uk/media/keeleuniversity/group/hybridpbl/PBL_ESD_Case%20Study_Bessant,%20et%20al.%202013.pdf

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Message in a bottle - learning our way out of unsustainability

Message in a bottle - learning our way out of unsustainability | Research, sustainability and learning | Scoop.it

Social learning – essential for a more sustainable world

 

"Making the world more sustainable can't succeed without social learning," said Arjen Wals in the spring of 2010 when he accepted the UNESCO- Chair 'Social learning and sustainable development'.

 

Sustainability needs to become part of people's thinking, their way of life and their value system. This requires learning processes that transcend traditional ways of transferring knowledge.

 

When people with different backgrounds come together in an environment in which they feel comfortable and where they get to know each other it will be more likely that new knowledge, energy and creativity emerge. Wals states that these are three essential ingredients needed to develop a sustainable society.

 

Central questions in the UNESCO-Chair research program focus on creating the right circumstances that stimulate and support new ways of learning.

 

Read the entire inaugural lecture: http://www.unesco.nl/nieuws-agenda/nieuws-unesco/2018sociaal-leren-onmisbaar-voor-duurzame-wereld2019

 

Watch the inaugural lecture on Wageningen UR TV: http://wurtv.wur.nl/p2gplayer/sslviewer.html?path=aulatv/2010/05/27/2/video_post.wmv

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Education as a response to sustainability issues. Practices of environmental education in the context of the United Nations Decade of education for sustainable development

PhD Dissertation by Katrien van Poeck

University of Leuven, October 2013

 

"The United Nations designated the decade 2005-2014 as the ‘UN Decade of Education for Sustainable Development’ (ESD). Practices of environmental education (EE) are facing this changing policy discourse and practice and are challenged to find new ways to relate to it. Drawing on an empirical analysis of the policymaking process in Flanders as well as of seven very diverse EE practices we aim at grasping the educational dynamics emerging in concrete practices within a policy-context focusing on ESD.

 

Throughout the history of EE and ESD education is pre-eminently framed as an instrument to tackle social and ecological challenges through a narrowly conceived process of socialisation. Sustainability appears as a goal that can be reached by applying the proper learning strategies and, thus, education is reduced to the acquisition of those skills, competences, knowledge, or dispositions that are regarded vital so as to qualify people for sustainable behaviour or for active, democratic, and sustainable citizenship.

 

Our analysis of the scholarly discussion about EE and ESD shows how this narrow focus on ‘learning’ is inadequate so as to grasp what is at stake in educational practices addressing sustainability issues. Researchers on EE and ESD point at the importance of educational practices that, in one way or another, take into account the far-reaching implications of sustainability issues. Yet, all the same criticism is raised about the expectation that these educational practices can solve social and political problems. A variety of different opinions exists simultaneously centred around the paradox between acknowledging pluralism and taking into account sustainability concerns. The insights of Bruno Latour and Noortje Marres about ‘public issues’ inspired us to develop a conception of EE and ESD that moves beyond normative socialisation without falling into a sheer plurality of opinions, values, interests, and points of view. Thus, this doctoral research aims at deepening our understanding of what it means to approach sustainability issues as public issues within educational processes.

 

Our analysis of the interaction between policymaking and educational practices shows the emergence of a regime that fosters the ‘privatisation’ rather than ‘public-isation’ of sustainability issues within EE practices. That is, policymakers as well as practitioners and participants are somehow expected to be willing and able to see these practices, think and speak about them and act in/toward them in a very particular way and, as a result, EE practices tend to contain (instead of proliferate) contestation and controversy and to limit (rather than broaden) the public around sustainability issues. Yet, this regime to which ESD policymaking contributes does not force EE practices to the privatisation of sustainability issues. It is ‘merely’ appealing for such practices. As our case study reveals, at particular moments EE practices do create a space for public-isation and, thus, resist the appeal for privatisation. By bringingthisforward in our descriptions we want to invite and inspire the reader to be attentive to different ways of seeing, speaking, thinking, and acting."

 

 

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Nick Maidment's OHS Quest's curator insight, June 11, 2014 6:24 AM

Definately think environmental studies should form part of childrens learning @ school...... we need to educate to assimilate........ make informed decisions

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Progress in education for Sustainable Development | 2012

Progress in education for Sustainable Development | 2012 | Research, sustainability and learning | Scoop.it

A new report commissioned by UNESCO has reviewed several case studies of national progress in learning and education for sustainable development (ESD). There are a wide range of approaches but, at the heart of all initiatives, are multi-stakeholder and collaborative partnerships which aim to instigate social change towards a more sustainable future.

 

Read more: http://t.co/iE43F7HZ

 

European Commission DG ENV

News Alert Issue 270

27 January 2012

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Whole-school approaches to sustainability: An international review of whole-school sustainability programs

Whole-school approaches to sustainability: An international review of whole-school sustainability programs | Research, sustainability and learning | Scoop.it

There are a number of nationwide, whole-school initiatives developing around the world that reflect a range of innovative approaches to sustainability, such as 'Enviro Schools', 'EcoSchools' and 'Green Schools'. This study was commissioned to review some of these programs and document their experiences, achievements and lessons learnt.

 

The research has been undertaken by Macquarie University and commissioned by the Department of the Environment and Heritage, Australian Government, over a 4 month period from March-June, 2004.

 

Download the full report here: http://www.aries.mq.edu.au/projects/whole_school/

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