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Issues in teaching and learning of education for sustainability : theory into practice /
In a fast-changing, globalising world, the teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers. Issues in Teaching and Learning of Education for Sustainability highlights the issues and challenges educators and academics face in i...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Routledge,
2020.
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| Colección: | Routledge research in education.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of illustrations; Notes on contributors; Preface; List of abbreviations; 1 Defining Education for Sustainability (EfS): a theoretical framework; Introduction; For whom and by whom: who is it for?; Education for sustainability
- theoretical framework; What does a curriculum for EfS look like?; Parts of this book; Summary; References; Part I: EfS for whom?; 2 Sustainability in Primary Geography; Introduction; Education for sustainability in the national curriculum across various countries
- Agency and capacity for teaching ESD in Primary GeographyDiscussion and conclusion; References; 3 Learning from Haiyan: translating children's voices into action for resilience; Introduction; What is child-centred disaster risk reduction?; The S3CDRRM Project: context and approach; Working with children, producing results; Key takeaway learnings from the S3CDRRM Project; References; 4 Incorporating sustainability for general education: the challenge for large class teaching; Introduction; Frameworks for the sustainable built-environment; Learning outcome, finding and feedbacks
- Education for sustainability (EfS) challengesFuture planning and development; The next step; References; 5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore?; Introduction; Top-down approach; Bottom-up approach; Which approach is more effective?; Where do we go from here?; References; Part II: What does an EfS curriculum look like?; 6 The question of 'knowledge' about disaster risk reduction in sustainability education; Introduction; Policy basis for disaster risk reduction (DRR) education
- Knowledge and DRRThe place of place-based knowledge; Conclusion; References; 7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia; The importance of the climate change adaptation (CCA) curriculum in Mongolia; Methodology of needs assessment survey; Curriculum content development; Conclusion; References; 8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry; The Sustainability Curriculum Framework and the Australian Curriculum; Defining sustainability education fieldwork and its benefits; Conclusion; References
- 9 Emphasising sustainability when learning power system markets in higher educationSustainability in higher education; Sustainability in electrical engineering; Process-based approach and three EfS pillars; Application in power system markets; Changing landscape; Relevant stakeholder review; Test for robustness; Conclusion; Recommendations and future work; References; 10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability; Introduction; Theoretical background; Method; Selected findings