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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Education in times of environmental crises. Teaching children to be agents of change

New Routledge book edited by Ken Winograd. The core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans’ recognition and care for this interconnectedness. This comprehensive resource supports the work of pre-service and practising elementary teachers as they teach their students to be part of the world as engaged citizens, advocates for social and ecological justice.

Challenging readers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety of perspectives. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as ‘agents of change’ engaged in social and environmental issues and problems through their actions both local and global.

Have a look inside this book: https://www.book2look.com/embed/9781317371762
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Intergenerational Place-based Education: Where schools, communities, & nature meet

Intergenerational Place-based Education: Where schools, communities, & nature meet | Research, sustainability and learning | Scoop.it

The report is an exploration of the synergies (existing and possible) between intergenerational practice, formal school-linked provisions, and the field of place-focused approaches to education. The focus was to consider intergenerational educational programmes that were connected to schools and at the same time, were concerned with making community-wide connections to some local, outdoor and natural places through outdoor experiences of different kinds. Thus, the key aim of the research was to consider what were the opportunities and issues for intergenerational place-based education, what its effects might be, and what the consequences for other schools might look like.

 

by G. Mannion, C. Adey, & J. Lynch

University of Stirling for Scottish Centre for Intergenerational Practice, 2010

 

Read more: http://www.scotcip.org.uk/files/documents/IG_Place-based_Education.pdf

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Student gains from Place-based Education | Fact sheet #2 November 2007

Student gains from Place-based Education | Fact sheet #2 November 2007 | Research, sustainability and learning | Scoop.it

Children, Youth and Environments Center for Research and Design

 

Prepared by Louise Chawla and Myriam Escalante, and with contributions from Michael Duffin.

 

Place-based or environment-based education uses the environment as an integrating context (EIC) across disciplines. It is characterized by exploration of the local community and natural surroundings, hands-on experiences of environmental discovery and problem-solving, interdisciplinary curricula, team teaching, and learning that accommodates students’ individual skills and abilities. Research shows that this approach delivers many benefits to students.

 

Download the factsheet: http://www.foresthistory.org/education/Curriculum/StudentGains-Chawla.pdf

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