scholarly journals Learning sustainability by making games. The experience of a challenge as a novel approach for Education for Sustainable Development

2021 ◽  
Author(s):  
Sara Cravero ◽  
Francesco Strada ◽  
Isabella Lami ◽  
Andrea Bottino
Keyword(s):  
Sustainable Development ◽  
Serious Games ◽  
Meaningful Learning ◽  
Education For Sustainable Development ◽  
Social Dimensions ◽  
Learning Context ◽  
Ideal Candidate ◽  
Novel Approach ◽  
Teachers And Students ◽  
Changing Attitudes

Nowadays, the programs of Education for Sustainable Development (ESD) are designed for changing attitudes on environmental, economic, and social dimensions. In this context, and considering the varied ages of the participating students, it is necessary to implement appropriate pedagogical methods that are generally different from the traditional ones. Among the available approaches, Sustainability serious games (SSGs) appear to be an ideal candidate to facilitate ESD providing students with opportunities to experience the complex issues of sustainability. Besides learning by playing SSG, another relevant opportunity, capable of engaging teachers and students into a relevant and meaningful learning context, is learning by making SSGs, capable of engaging teachers and students into a relevant and meaningful learning context. In light of these comments, this paper proposes a major contribution to the research on learning by making games through a detailed discussion of the results obtained during a University Challenge experience, where students were involved in the design and development of SSGs. The Challenge involved 59 higher education (HE) students who were asked to work in groups to create a (per-group) prototype of a SSG aimed at improving the sustainability of our campus. Results of the Challenge assessment show that this learning approach can indeed be considered a valuable alternative for ESD.

scholarly journals DEVELOPMENT OF TEACHING MATERIALS ESD (EDUCATION FOR SUSTAINABLE DEVELOPMENT) IN COACHING SKILLS OF SELF CHILDREN WITH INTELLECTUAL CHALLENGES IN SMA LB C IN JAKARTA

2017 ◽  
Vol 16 (02) ◽  
pp. 115-121
Author(s):  
Nadiroh Nadiroh ◽  
Irah Kasirah
Keyword(s):  
Sustainable Development ◽  
Model Development ◽  
Mentally Retarded ◽  
Education For Sustainable Development ◽  
Special Program ◽  
Teaching Materials ◽  
Vocational Skills ◽  
Innovative Teaching ◽  
Self Development ◽  
Teachers And Students

The purpose of this research is to develop teaching materials ESD (Education for Sustainable Development) in subjects Self Development skills in a special program of vocational skills such as making skills of the rest of the patchwork mat and look for alternative learning model development Self Development skills required of teachers in accordance with the child's ability mentally retarded that still form an outline of the learning program.The research was conducted in SLB C East Jakarta. The subjects of research that high school teachers and students  mentally retarded LB C. Outcome or product part of this research is the study of ESD (Education for Sustainable Development) in subjects Self Development skills in a special program of vocational skills makedoormats from the rest of the patchwork.The results of this study are expected to contribute to the implementation of innovative teaching model for teachers SLB C through the development of teaching materials ESD (Education for Sustainable Development) in practice the skillsself help Mentally Retarded Children in order to achieve self-reliance to improve the quality of life of chldren with  intellectual challenges.

scholarly journals An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

2017 ◽  
Vol 19 (2) ◽  
pp. 36-50 ◽  
Author(s):  
Tomonori Ichinose
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Local Community ◽  
Local Environment ◽  
Education For Sustainable Development ◽  
Head Teachers ◽  
Local Society ◽  
School Activities ◽  
Educational Backgrounds ◽  
Teachers And Students

AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

scholarly journals How Philosophizing the Dialogos Way Can Promote Education for Sustainable Development

2021 ◽  
Author(s):  
Eirik Hæreid Marcussen ◽  
Michael Weiss ◽  
Guro Hansen Helskog
Keyword(s):  
Sustainable Development ◽  
Research Question ◽  
Research Process ◽  
Education For Sustainable Development ◽  
Dialogic Learning ◽  
Learning And Teaching ◽  
Action Inquiry ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Curriculum Reforms

This paper is an inquiry into an action research process in which staff from a combined vocational and academic upper secondary school philosophized “The Dialogos Way” together, as part of ongoing curriculum reforms in Norway. Some teachers were also trained in facilitating such dialogs with their students. Since sustainable development is one of three interdisciplinary topics now supposed to run through all subjects at all educational levels, our chosen action inquiry research question in this paper reads as follows: How can training teachers in philosophizing the Dialogos Way promote attitudes and skills required for dialogic learning-and-teaching, and how can this form of learning-and-teaching support education for sustainable development? Using teachers’ and students’ meta-reflection notes as data, the authors find that the Dialogos approach offers a fruitful way of integrating sustainable development issues in the curriculum.

scholarly journals Understanding of Sustainability and Education for Sustainable Development among Pre-Service Biology Teachers

2020 ◽  
Vol 12 (17) ◽  
pp. 6892
Author(s):  
Petra Bezeljak ◽  
Martin Scheuch ◽  
Gregor Torkar
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Social Dimensions ◽  
Agenda 21 ◽  
Biology Teachers ◽  
The Sustainable Development ◽  
Teacher Students ◽  
Development Goals ◽  
The University

Sustainable development (SD) is one of the global and central aims of today’s politics. As stated in Agenda 21, education must play an essential role in achieving a sustainable society. The present research is focused on Slovenian and Austrian biology teacher students’ understanding of SD and education for sustainable development (ESD). The research was carried out at the University of Ljubljana and the University of Vienna. Altogether, 60 Slovenian and 60 Austrian pre-service biology teachers participated in the questionnaire-based study. Pre-service biology teachers answered a set of Likert-type and open survey questions. Less than half of the pre-service biology teachers from Slovenia and Austria had a good understanding of the environmental aspects of SD, but they lack understanding of the interconnections between the environmental, economic and social dimensions related to SD. They describe and connect ESD with environmental education and environmental awareness. Students from both countries know some pedagogical principles of ESD, such as active learning and transformative education. Analysis with the sustainable development goals (SDGs) in focus showed that only some of them were mentioned by the teacher students. The results of the research contribute to the evaluation and development of curriculum for middle and high school biology teachers.

scholarly journals Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers

2021 ◽  
Vol 13 (8) ◽  
pp. 4500
Author(s):  
Arantza Rico ◽  
Elena Agirre-Basurko ◽  
Aritz Ruiz-González ◽  
Igone Palacios-Agundez ◽  
Daniel Zuazagoitia
Keyword(s):  
Sustainable Development ◽  
Air Quality ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Primary Teachers ◽  
Education For Sustainable Development ◽  
Learning Context ◽  
Learning Sequence ◽  
Teaching Learning ◽  
Mathematics And Science

This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.

scholarly journals On Environmental Education in the Discourse of the Concept of Sustainable Development (from the Experience of a Pedagogical University)

2021 ◽  
Vol 16 (4) ◽  
pp. 75-84
Author(s):  
Kupriyanova Marina Yu. ◽  
◽  
Sharonova Evgeniya G. ◽  
Arestova Inessa Yu. ◽  
◽  
...  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Point Of View ◽  
The Sustainable Development ◽  
University Development ◽  
Global Responsibility ◽  
Teachers And Students ◽  
Economic Nature ◽  
The University

The article analyzes the implementation of the ideas of sustainable development at the Chuvash State Pedagogical University named after I. Ya. Yakovlev in the field of education. The methodological basis was the work of domestic and foreign authors in the field of research. The relevance of the work lies in considering the experience in the field of environmental education in the discourse of the concept of sustainable development from the standpoint of participation in it of the administration, teachers and students of the university in question, from the point of view of content and organizational aspects. Analysis of the experience of the ChSPU named after I. Ya. Yakovlev in the field of environmental education from the perspective of the sustainable development concept, identified the main contradictions that are of a socio-political and economic nature. It has been noted that teachers, students and the administration of the university are involved in the implementation of activities that create conditions for the implementation of the principles of sustainable development in education on the example of environmental education. It is noted that the university still has problematic issues in the field of education for sustainable development, for the solution of which the authors propose a number of measures that will create comfortable conditions at the university for the global responsibility and active citizenship formation in the field of sustainable development. Within the framework of this article, the authors have developed basic recommendations for integrating the concept of sustainable development into national educational programs, which consist in the following: organization of a center for environmental education and sustainable development of the university; development of the concept of the university in the field of sustainable development; development and implementation in the curriculum of the discipline “Sustainable Development” with the provision of the course with appropriate methodological support. Keywords: sustainable development, environmental education, education for sustainable development, pedagogical university

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