scholarly journals How to Measure Procedural Knowledge for Solving Biodiversity and Climate Change Challenges

2018 ◽  
Vol 8 (4) ◽  
pp. 190 ◽  
Author(s):  
Lisa Richter-Beuschel ◽  
Ingo Grass ◽  
Susanne Bögeholz
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Student Teachers ◽  
Delphi Study ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Biodiversity Loss ◽  
Multiple Perspectives ◽  
Solution Strategies ◽  
Delphi Approach

To cope with biodiversity and climate change challenges, Education for Sustainable Development (ESD) needs to emphasize knowledge that considers multiple perspectives. Optimizing teacher education requires knowledge about the prerequisites of student teachers. The latter includes content knowledge with respect to Sustainable Development (SD). Apart from situational and conceptual knowledge, procedural knowledge (containing solution strategies) is of special interest, but it is much more difficult to measure. Thus, this study aims at developing a refined procedure to measure SD-relevant procedural knowledge and to define a measure for such knowledge, including a suitable benchmark for its evaluation. As SD-relevant knowledge, the SD challenges biodiversity loss and climate change were focused on. For operationalizing these challenges, the highly relevant contexts insects and pollination and peatland use were chosen. For both SD challenges and contexts, potential solution strategies were identified by a literature review. A procedure was then tested to measure procedural knowledge. The procedure includes a two-round expert survey (Delphi approach) with an in-between think-aloud study with student teachers. The described innovative procedure resulted in a measure (18 items) to assess procedural knowledge of student teachers via effectiveness estimations of provided solution strategies. This measure contains procedural knowledge items that are related to prior presented scenarios regarding the two contexts and a benchmark to evaluate these items. The benchmark derives from the second round of the Delphi study. The procedure and the developed final instrument include expertise from multiple disciplines such as ESD, SD, biodiversity, insect and pollination, climate change and peatland use. The sophisticated procedure can be transferred to challenging measurement developments. Furthermore, the measure provided for SD-relevant knowledge can be applied to other target groups in upper secondary and in higher education within ESD.

scholarly journals Student Teachers’ Knowledge to Enable Problem-Solving for Sustainable Development

2019 ◽  
Vol 12 (1) ◽  
pp. 79 ◽  
Author(s):  
Lisa Richter-Beuschel ◽  
Susanne Bögeholz
Keyword(s):  
Climate Change ◽  
Teacher Education ◽  
Sustainable Development ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Longitudinal Research ◽  
Biodiversity Loss ◽  
Study Program ◽  
Interdisciplinary Knowledge

Education is a central strategy in terms of sustainable development (SD) and can contribute to solving global challenges like biodiversity loss and climate change. Content knowledge represents one base for teaching education for sustainable development (ESD). Therefore, identifying teaching and learning prerequisites regarding SD challenges in teacher education is crucial. The focus of the paper was to assess and learn more about student teachers’ procedural knowledge regarding issues of biodiversity and climate change, by using an expert benchmark. The aims of the study are to describe and identify (i) differences between students’ and experts’ effectiveness estimations, (ii) differences in bachelor and master students’ procedural knowledge, and (iii) differences between procedural knowledge of students studying different ESD-relevant subjects. Student teachers at eight German universities (n = 236) evaluated the effectiveness of solution strategies to SD challenges. The results showed high deviations in the effectiveness estimations of experts and students and, therefore, differing procedural knowledge. The lack of student teachers’ interdisciplinary knowledge to reduce biodiversity loss and climate change seemed to be largely independent of their study program and ESD-relevant subject. One reason for this may be the generally low number of ESD-relevant courses they attended. This study suggests further longitudinal research in order to make clear statements about changes in SD-related knowledge during teacher education.

scholarly journals Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education

2020 ◽  
Vol 12 (20) ◽  
pp. 8332 ◽  
Author(s):  
Lisa Richter-Beuschel ◽  
Susanne Bögeholz
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Student Teachers ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Cognitive Learning ◽  
Sustainable Land Use ◽  
Dimensional Structure ◽  
Knowledge Types ◽  
Master Level

For restructuring educational processes and institutions toward Sustainable Development, teachers’ knowledge and competences are crucial. Due to the high relevance of teachers’ content knowledge, this study aimed to (i) assess Sustainable Development-relevant knowledge by differentiating between situational, conceptual and procedural knowledge, (ii) find out via item response theory modelling how these theoretically distinguished knowledge types can be empirically supported, and (iii) link the knowledge dimension(s) to related constructs. We developed a paper-and-pencil test to assess these three knowledge types (N = 314). A two-dimensional structure that combines situational and conceptual knowledge and that distinguishes situational/conceptual knowledge from procedural knowledge, fits the data best (EAP/PV situational/conceptual: 0.63; EAP/PV procedural: 0.67). Student teachers at master level outperformed bachelor level students in situational/conceptual knowledge but master level students did not differ from students at bachelor level regarding procedural knowledge. We observed only slight correlations between the two knowledge dimensions and the content-related motivational orientations of professional action competence. Student teachers’ deficits in procedural knowledge can be attributed to the small number of Education for Sustainable Development-relevant courses attended. Systematically fostering procedural knowledge in teacher education could promote achieving cognitive learning objectives associated with Sustainable Development Goals in the long term.

scholarly journals Edible Insects and Sustainable Development Goals

Insects ◽  
2021 ◽  
Vol 12 (6) ◽  
pp. 557
Author(s):  
Roberta Moruzzo ◽  
Simone Mancini ◽  
Alessandra Guidi
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Food Security ◽  
Indirect Effects ◽  
Sustainable Development Goals ◽  
Biodiversity Loss ◽  
Edible Insects ◽  
Direct And Indirect Effects ◽  
Starting Point ◽  
Development Goals

The insect sector can become an important component of sustainable circular agriculture by closing nutrient and energy cycles, fostering food security, and minimising climate change and biodiversity loss, thereby contributing to SDGs. The high levels of the interaction of the insect sector with the SDGs is clearly illustrated inside the review, analysing all of the SDGs that can have direct and indirect effects on insects. Mapping the interactions between the SDGs goals and insect sector offers a starting point, from which it could be possible to define practical next steps for better insect policy.

scholarly journals Mindsponge culture: the culture of progress

2021 ◽  
Author(s):  
Minh-Hoang Nguyen
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Biodiversity Loss ◽  
Creative Performance ◽  
Individual Level ◽  
Organization Level ◽  
Thinking Processes ◽  
The Individual ◽  
The Cost ◽  
Business Sectors

The Mindsponge culture can be defined as a set of thinking processes, beliefs, and behaviors that is result- or target-driven. It is an entrepreneurship culture that urges me to overcome hardship with a transparent mind about my target. Adopting this culture is a tough process, but its fruitful results are worth the cost. Especially in the next decades, humanities have to acquire two crucial targets for sustainable development: curbing climate change and reducing biodiversity loss. To accomplish these targets, shifting the eco-deficit mindset to the eco-surplus mindset at the individual level and building eco-surplus culture at the organization level (e.g., business sectors) are required. Obtaining the Mindsponge culture can help us progress and actualize these objectives through creative performance.

Evaluating Sustainable Development solutions quantitatively: Competence modelling for GCE and ESD

2016 ◽  
Vol 15 (3) ◽  
pp. 190-211 ◽  
Author(s):  
Marko Böhm ◽  
Sabina Eggert ◽  
Jan Barkmann ◽  
Susanne Bögeholz
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Citizenship Education ◽  
High Performance ◽  
Global Citizenship ◽  
Biodiversity Loss ◽  
Education For Sustainable Development ◽  
Partial Credit Model ◽  
Global Citizenship Education ◽  
Mathematical Skill

To comprehensively address global environmental challenges such as biodiversity loss, citizens need an understanding of the socio-economic fundamentals of human behaviour in relation to natural resources. We argue that Global Citizenship Education and Education for Sustainable Development provide a core set of socio-economic competencies that can be applied to tackle such challenges. As a central concern of this article, we report on the development of a competence model and its use in an empirical study. The study analyses the ability of German students ( n = 268: 232 pupils in senior secondary school and 36 student teachers) to evaluate solutions for real-world Sustainable Development challenges quantitatively. In doing so, we investigate a theoretically described competence dimension, that is, ‘Evaluating and Reflecting Solutions Quantitatively-Economically’. A Rasch partial credit model indicates that ‘Evaluating and Reflecting Solutions Quantitatively-Economically’ can be modelled as a one-dimensional competence. Grade level, general educational performance and high performance in subjects addressing Education for Sustainable Development positively affect ‘Evaluating and Reflecting Solutions Quantitatively-Economically’ scores. Although applying basic economic insights in a quantitative manner to Sustainable Development challenges is within the mathematical skill set of most students, even older or better-performing students find it difficult to do so. Thus, these findings underscore the need for economic competencies to be incorporated in Education for Sustainable Development and Global Citizenship Education.

scholarly journals Combating global challenges – climate change, biodiversity loss and poverty simultaneously: Unachievable goal or the only way forward?

2021 ◽  
Vol 129 ◽  
pp. 09022
Author(s):  
Denis Vasiliev
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Biodiversity Conservation ◽  
Value Added ◽  
Biodiversity Loss ◽  
Anthropogenic Activity ◽  
Climate Mitigation ◽  
Research Approach ◽  
Trade Offs ◽  
Global Heating

Research background: Globally climate action is gaining momentum. Most significant players on global political arena including the US, the EU and China are actively engaging in addressing the problem of climate change. Sustainable development agenda implies the need to simultaneously reduce harmful impacts of anthropogenic activity on natural ecosystems, reduce poverty and combat global heating. However, when pursuing these three targets often complicated trade-offs emerge. These trade-offs are especially pronounced when competing land-uses are considered. Recent global assessments suggest that the world is failing to slow down biodiversity loss, poverty is going to soar in the nearest future, and global heating is likely to reach temperature limit. All these problems need to be addressed in nearest few decades. The task may seem overwhelming, especially without a clear roadmap. Purpose of the article: The aim of this study is to critically evaluate approaches to climate mitigation, detect trade-offs and synergies with biodiversity conservation and poverty alleviation goals and find the optimal strategies capable to resolve all these problems together. Methods: Conceptual research approach - theory adaptation was used. Findings & Value added: Findings of present study suggest that in order to achieve sustainable development only climate actions that benefit biodiversity conservation should be implemented. In case biodiversity is supported by global initiatives it is likely that poverty will be reduced due to sustained provision of ecosystem services, underpinning human wellbeing. Policy recommendations are provided that could help tailoring climate actions to support biodiversity conservation and reduce poverty.

scholarly journals Biodiversity and climate change perceptions in arid lands-implications for sustainable development in Botswana

2019 ◽  
Vol 13 (2) ◽  
pp. 24-31 ◽  
Author(s):  
J R Atlhopheng
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Action Plan ◽  
National Development ◽  
Biodiversity Loss ◽  
The Sustainable Development ◽  
Change Perceptions ◽  
Action Programme ◽  
Development Goals ◽  
Sustainability Initiatives

The paper considers the biodiversity and climate change perceptions in the semi-arid landscape of Botswana. Ecosystem services are essential to the planet’s equilibrium/wellbeing. However, anthropogenic influences, including climate change remain a stressor to the biodiversity resources. For Botswana, the land degradation and droughts, climate change and livelihoods are intertwined to divulge distinctive vulnerabilities and impacts. The existing action plans such as National Biodiversity Strategy and Action Plan (NBSAP), the Botswana National Action Programme to Combat Desertification (BNAP-CCD) and climate change’s nationally determined contributions (NDCs) point to the need for synergies. Research projects highlight increased vulnerabilities for various sectors, which challenge the country’s sustainability initiatives to meet the Sustainable Development Goals (SDGs), National Development Plan 11 (NDP11) and the Vision 2036 imperatives. The perception study reveals the general public’s interpretations of what is good and what are challenges, at district levels. These reveal that biodiversity or climate change are not perceived to contribute much to the ‘good’ of the country, except for 2 district groups in northern Botswana. The national challenges hinge much on biodiversity loss and climate change – hence restricting attainment of the national development priorities.

scholarly journals Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study

2020 ◽  
Vol 12 (15) ◽  
pp. 6212 ◽  
Author(s):  
Janna Niens ◽  
Lisa Richter-Beuschel ◽  
Susanne Bögeholz
Keyword(s):  
Land Use ◽  
Sustainable Development ◽  
Primary Education ◽  
Low Income ◽  
Delphi Study ◽  
Procedural Knowledge ◽  
Sustainable Land Use ◽  
Low Income Countries ◽  
Protective Behavior ◽  
Land Use Practices

Education for Sustainable Development (ESD) plays a key role in Sustainable Development. In low-income countries like Madagascar, this key role is particularly relevant to primary education. However, the curricula lack a comprehensive ESD approach that incorporates regional issues. In Madagascar, sustainable land-use practices (Sustainable Development Goals 12, 15) and health prevention (SDGs 2, 3, 6) are educational challenges. Procedural knowledge allows problem-solving regarding unsustainable developments. We adapted and further developed a measure of ESD-relevant procedural knowledge. Considering curricula, sustainability standards, research, and a two-round Delphi study (n = 34 experts), we identified regionally relevant land-use practices and health-protective behavior. After the experts rated the effectiveness and possibility of implementation of courses of actions, we calculated an index of what to teach under given Malagasy (regional) conditions. Combined with qualitative expert comments, the study offers insights into expert views on land-use and health topics: For example, when teaching ESD in Northeast Madagascar, sustainable management of cultivation and soil is suitable, particularly when linked to vanilla production. Health-protective behavior is ultimately more difficult to implement in rural than in urban areas. These results are important for further curricula development, for ESD during primary education, and because they give insights into the topics teacher education should address.

Localizing indicators of Sustainable Development Goals : A model in the context of Indian Himalayan States for SDG 13 and 15.

2019 ◽  
Vol 8 (8) ◽  
pp. 122-143
Author(s):  
Dr. Rajlakshmi Datta ◽  
Dr. Bharti Jaiswal
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
State Government ◽  
Sustainable Development Goals ◽  
Sustainable Use ◽  
Terrestrial Ecosystems ◽  
Biodiversity Loss ◽  
Monitoring Mechanism ◽  
Development Goals ◽  
Combat Climate Change

This paper argues the need and the mechanism to localize the  indicators of SDG[Sustainable Development Goals] for Indian Himalayan States  in the context of SDG Goal 13 and SDG Goal  15.Goal 13 of the SDG is to  take urgent action to combat climate change and its impacts  while  Goal 15 of SDG aims to  protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss. These two goals out of the seventeen goals are directly related to environment, ecology and climate change. The Indian Himalayan Region[IHR] being the life sustaining  system of millions of people and vast species of flora and fauna in uplands and much more in lowland areas  due to its vast bio physical diversity also acts as a climate regulator for the continent. This paper first develops the context arguing why Goal 13 and 15 should be topmost priority  for the Indian   Himalayan  states. The paper then recommends some sequential suggestive steps  to develop a schema for monitoring the indicators suggested by UN, MoSPI, NITI Ayog. The  paper suggests that the same can be substantiated into actual monitoring mechanism by mapping the relevant  Centrally Sponsored Schemes( CSS),State Schemes ( SS) and EAP( Externally Aided Projects)in consonance with such indicators.  The paper thus proposes the need for localized implementation of schemes for achieving the Goals and thereafter relevant monitoring of the same considering the basic characteristic of Himalayan states. The paper also insists for the research and study needs to  identify the data gaps in each indicator proposed , by taking a case of  Uttarakhand  as a representative of Himalayan states of India  and presents a model on  how a Himalayan state should decentralize  the monitoring mechanism of each indicator  in different departments by following the model of the State of  Uttarakhand. The paper finally presents policy asks for achieving those time bound targets by substituting SDG with HDG[Himalayan Development Goal].Indicators of UN, MoSPI, NITI Ayog, DES of Uttarakhand and some other Indian Himalayan states and various state government  level  departments have been used to carry out the study.

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