Validating the Ontology-Driven Reference Model for the Vocational ICT Curriculum Development

Using Group Model Building to Foster Learning for Strategic Sustainable Development

Sustainability ◽

10.3390/su12208350 ◽

2020 ◽

Vol 12 (20) ◽

pp. 8350 ◽

Cited By ~ 1

Author(s):

Matilda Watz

Keyword(s):

Decision Making ◽

Sustainable Development ◽

Strategic Planning ◽

Curriculum Development ◽

Model Building ◽

Reference Model ◽

Group Model ◽

Group Model Building ◽

Case Examples ◽

Pedagogical Methods

Capability for strategic planning and decision-making toward sustainability requires both individuals and organizations from different sectors and disciplines to develop necessary skills and competencies. Therefore, a growing discussion has emerged within academia and practice around how pedagogical methods and tools can be utilized for this purpose. This paper seeks to contribute to this discussion by asking ‘in which way may group model building be used to foster learning that leads to competency for strategic sustainable development?’. The potential of the group model building (GMB) process’ steps and associated modeling to foster learning for strategic sustainable development (SSD) was analyzed using four case examples. Theory on learning for sustainability and key sustainability competencies were linked to elements of a process for strategic planning toward sustainability within the framework for strategic sustainable development (FSSD) as a reference model. The results provide a discussion on how GMB can be utilized to foster sustainability competencies and learning for sustainability that can contribute to SSD, hence a basis for continued research and ideas for course and curriculum development.

Download Full-text

Dental curriculum development in developing countries

Journal of Dental Education ◽

10.1002/j.0022-0337.1996.60.9.tb03077.x ◽

1996 ◽

Vol 60 (9) ◽

pp. 783-786

Author(s):

P Phantumvanit

Keyword(s):

Developing Countries ◽

Curriculum Development ◽

Dental Curriculum

Download Full-text

Curriculum Development in Mathematics

10.1017/cbo9780511569722 ◽

1981 ◽

Cited By ~ 64

Author(s):

Geoffrey Howson ◽

Christine Keitel ◽

Jeremy Kilpatrick

Keyword(s):

Curriculum Development

Download Full-text

Curriculum Development in Language Teaching

10.1017/cbo9780511667220 ◽

2001 ◽

Cited By ~ 222

Author(s):

Jack C. Richards

Keyword(s):

Curriculum Development ◽

Language Teaching

Download Full-text

Die Spezifität von Begabungsüberzeugungen als Determinante des verbalen und mathematischen Begabungsselbstkonzepts

Zeitschrift für Pädagogische Psychologie ◽

10.1024//1010-0652.16.2.87 ◽

2002 ◽

Vol 16 (2) ◽

pp. 87-97 ◽

Cited By ~ 17

Author(s):

Jens Möller ◽

Britta Pohlmann ◽

Lilian Streblow ◽

Julia Kaufmann

Keyword(s):

Reference Model ◽

Frame Of Reference ◽

External Frame

Zusammenfassung: Das I/E-Modell (“Internal/External Frame of Reference Model”) von Marsh (1986) postuliert, dass Schülerinnen und Schüler dimensionale Vergleiche der eigenen Leistungen in einem Fach mit den Leistungen in einem anderen Fach anstellen. Diese Vergleiche führen dazu, dass z. B. Schüler mit guten Leistungen in Mathematik ihre verbalen Fähigkeiten niedriger einschätzen. Gegenstand dieser Untersuchung mit N = 1114 Probanden ist die Frage, ob die Überzeugungen von Personen zum Zusammenhang von mathematischer und verbaler Begabung die Effekte dimensionaler Vergleiche moderieren. Analysen zeigten die Bedeutung der Begabungsüberzeugungen der Schülerinnen und Schüler: Negative Zusammenhänge zwischen den Fachleistungen in einem Fach und dem akademischen Selbstkonzept in einem anderen Fach ergaben sich insbesondere für Personen, die annehmen, dass Begabung domänenspezifisch ist, man also entweder mathematisch oder sprachlich begabt ist. Für Schüler mit eher wenig spezifischer Begabungsüberzeugung ergaben sich geringere Effekte dimensionaler Vergleiche.

Download Full-text