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The Håkansson Tegman House by Johan Sundberg

The Håkansson Tegman House by Johan Sundberg | Sustain Our Earth | Scoop.it

Johan Sundberg designed the Håkansson Tegman house in Höllviken, Sweden. Angled around an inner garden, the design rests on the tradition of the Danish atrium house from the 60s and 70s. Three small bedrooms form the northern wing of the house, while the western wing is a continuous sequence of spaces consisting of a kitchen, dining room, library, living area, and winter garden.

The outer walls along the streets are clad with clay bricks as a screen. The stucture is a steel-enforced timber frame. Windows and sliding glass doors are made from Schüco aluminum profiles. The front and garage doors are custom made from ammonium smoked oak.


Via Lauren Moss
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PLOS ONE: Environmental, Institutional, and Demographic Predictors of Environmental Literacy among Middle School Children

PLOS ONE: Environmental, Institutional, and Demographic Predictors of Environmental Literacy among Middle School Children | Sustain Our Earth | Scoop.it

Building environmental literacy (EL) in children and adolescents is critical to meeting current and emerging environmental challenges worldwide. Although environmental education (EE) efforts have begun to address this need, empirical research holistically evaluating drivers of EL is critical.

 

This study begins to fill this gap with an examination of school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student attributes (age, gender, and ethnicity), and school attributes (socio-economic status, student-teacher ratio, and locale). Our sample included an EE group selected from schools with registered school-wide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools.

 

Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that school-wide EE programs were not associated with improved EL, but the use of published EE curricula paired with time outdoors represents a strategy that may improve all key components of student EL. Further, investments in teacher development and efforts to maintain enthusiasm for EE among teachers with more than 5 years of experience may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially among black and Hispanic students.

 

Citation: Stevenson KT, Peterson MN, Bondell HD, Mertig AG, Moore SE (2013) Environmental, Institutional, and Demographic Predictors of Environmental Literacy among Middle School Children. PLoS ONE 8(3): e59519. doi:10.1371/journal.pone.0059519

 

 


Via Rebekah Tauritz
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