scholarly journals Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research

2019 ◽  
Vol 2 (4) ◽  
pp. 497-514
Author(s):  
Guangheng Wang ◽  
Xin Zhou ◽  
Hua Cui
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Science Curriculum ◽  
Life Experiences ◽  
Implementation Strategies ◽  
Education For Sustainable Development ◽  
Objective System ◽  
Education In China ◽  
Positive Effect ◽  
Chinese Kindergarten

Purpose: This article was intended to share and reflect on experiences concerning the education for sustainable development (ESD) project at Hongqiao Kindergarten in Shanghai. The project aimed to explore how ESD could be implemented in a current curriculum and to provide useful examples of educational activities and experiences. Design/Approach/Methods: The action research included two cycles with four steps. The first cycle involved the integration of ESD into a traditional science curriculum. The second cycle involved the validation and optimization of the ESD objectives. The implementation strategies were reviewed and refined. Findings: First, a variety of strategies can be used to identify the theme and choose the content. Second, the objectives should be developed on children’s life experiences and interests. Third, the idea of ESD can be implemented in multiple ways. Fourth, a reasonable objective system involving ESD was constructed for children by ages. Fifth, there were many effective ways to integrate ESD activities into other domains of curriculum. The challenges and implications were also discussed. Originality/Value: The study had a positive effect on teachers’ ability to practice ESD. This was a pioneer project in early childhood education in China, which provided valuable information for those aiming to implement ESD practices in Chinese kindergartens.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

scholarly journals Policy Perspectives on Green School Guidelines: Connecting School Science with Gardens to Envision a Sustainable Future

2020 ◽  
Vol 13 (3) ◽  
pp. 102 ◽  
Author(s):  
Kamal Prasad Acharya ◽  
Chitra Bahadur Budhathoki ◽  
Birgitte Bjonness ◽  
Linda Jolly
Keyword(s):  
Sustainable Development ◽  
Local Governments ◽  
Teacher Educators ◽  
Implementation Strategies ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Effective Implementation ◽  
Green School ◽  
Central Level ◽  
School Guidelines

The purpose of this paper is to explore the perspectives of teacher educators and policy experts on ‘Green School Guidelines’ and ‘One Garden One School’ educational policies in Nepal. This paper also examines how these educational policies help to attain sustainable development goals through education for sustainable development. It aims to explore ways for effective implementation of these policies for activity-based science learning in the school garden. The qualitative method was used to explore the perspectives of science and environment teacher educators and central level policy experts. The data were collected from semi-structured in-depth interviews and informal conversations. The data from both these sources were analyzed thematically around the concepts of education for sustainable development, its implementation strategies and challenges, and life skills development among students through school gardening activities. The study found that teacher educators and policy experts positively view the Green School Guidelines and One Garden One School implementation strategies. Nevertheless, to achieve policy aims, local organization needs to play a major role in the effective implementation of green school guidelines. The findings from this study are expected to encourage the Nepal government, local governments, and community schools to bring central level policies into local practices.

scholarly journals Raising Awareness of Agency to Address Climate Change: The Do One Thing (DOT) Strategy

2021 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Irene Muller ◽  
Lesley Wood
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
Participatory Action ◽  
Community Members ◽  
Action Research Approach

The United Nations Children's Fund 2008 report, Our Climate, Our Children, Our Responsibility, warned that children will suffer most from the effects of climate change. Environmental education is one way to prepare children to cope and enable them to educate their families and friends about the need to act now to minimise the danger climate change poses. This article reports on findings from a participatory action research project aimed at integrating education for sustainable development into the Grade 7 curriculum, with a specific focus on climate change. Critical participatory action research has a transformative intent, engaging participants in learning to cultivate a sense of purpose and increase their capacity to solve local problems. Learner responses to qualitative questionnaires and recorded discussions related to the Do One Thing (DOT) strategy were used to determine learning about climate change and enable both learners and community members to identify action for change. Thematic coding was used to evaluate the effectiveness of the DOT strategy in increasing awareness of agency and resultant learning. The findings indicate that not only did the learners gain knowledge about the causes and consequences of climate change but the potential of the learners and community members to identify possible actions for change was increased as well. We provide suggestions as to how teachers can use the DOT strategy as part of an action research approach to integrating environmental education for sustainable development in order to raise awareness of local environmental threats and encourage learners and their families to behave in a more environmentally friendly way. The explanation of the research process offered in this article also highlights how participatory learning activities can help engage learners as active agents in their own learning.

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)

2008 ◽  
Vol 10 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Helen Gerretson ◽  
Elaine Howes ◽  
Scott Campbell ◽  
Denisse Thompson
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Science Curriculum ◽  
Education For Sustainable Development ◽  
Management Tool ◽  
The Usa ◽  
Mathematics And Science Education ◽  
Curricular Materials ◽  
Mathematics And Science

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.

Education for Sustainable Development: Global Progress and China’s Experience

2019 ◽  
Vol 07 (01) ◽  
pp. 1940001
Author(s):  
Chunling LI
Keyword(s):  
Sustainable Development ◽  
Rural Areas ◽  
Global Education ◽  
Education For Sustainable Development ◽  
International Community ◽  
Education For All ◽  
Chinese Government ◽  
And Gender ◽  
Urban And Rural Areas ◽  
Education In China

Education for Sustainable Development (ESD) is a key component of the concept of sustainable social development advocated by the international community. The international community has successively set periodic goals for ESD, e.g. The Dakar Framework for Action and Education 2030 Framework for Action, to advance universal education that is conducive to global equity and quality development. According to the Global Education Monitoring (GEM) reports of UNESCO, ESD has made great strides on many fronts worldwide since 2000, but the gaps between countries with different incomes and levels of development remain significant, and gender and class inequalities in educational opportunities persist. China has yielded substantial results in ESD with all its indexes reaching or even surpassing the goals set in The Dakar Framework for Action. And in response to the Education 2030 Framework for Action, the Chinese Government is formulating Education 2030: Modernization of Education in China to guide China’s ESD, with the aim to raise the level of education for all, gradually address the educational inequalities among regions, between urban and rural areas, and among different social strata, and develop more inclusive and equitable quality education, thus achieving the goal of lifelong education for all.

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