Keyword: education for sustainable development
2 results found.
The Potential and Limitations of the Wadden Sea in University, School, and Out-Of-School Contexts From the Perspective of Biology Education
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2286, https://doi.org/10.21601/ijese/12072
ABSTRACT: This study explores the potential and the limitations of the UNESCO World Heritage Wadden Sea in terms of its relevance for teacher training in higher education and for teaching in schools and as an out-of-school place of learning. Interviews with experts from these three areas were conducted. The analysis was performed through qualitative content analysis. Within this framework, various factors were identified that should be considered in further biology didactics studies. The findings indicate that out-of-school learning receives too little emphasis in teacher education and that the Wadden Sea offers opportunities to address this deficit. In addition, clear limits were set for school lessons on this ecosystem in contrast to practical explorations of the Wadden Sea. Nevertheless, incorporating Wadden Sea content in the classroom makes sense since diverse topics can be vividly explored. Out-of-school learning at the Wadden Sea was found to have an immense potential in education for sustainable development and in environmental education. One obstacle is the students’ reported disgust towards the Wadden Sea. Based on the results, conclusions are drawn for all three areas considered in this study, providing concrete implications for related studies with a focus on biological education on the Wadden Sea.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(3), e2243, https://doi.org/10.21601/ijese/10936
ABSTRACT: Continuing professional development (CPD) offers a strong opportunity to transform schools quickly enough to support today’s students in developing the capacity to address urgently needed sustainability solutions. While there have been some efforts in these directions, so far attempts have not been made to demonstrate whether these approaches to sustainability CPD can be scaled up internationally to the level necessary to meet the need to integrate sustainability across subjects and grade levels. Through this multi-national collaboration, we shared a model and implemented it across three very different contexts. The results of this two year project are reported and the important contextual factors for the competence development of teachers are identified. The model utilized here demonstrated success despite significant barriers at each implementation site. We identify three universal features that will create transformative sustainability CPDs: 1) Sufficient contact hours 2) Solutions not problems and 3) Competencies not content.