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Educating for sustainability in primary schools : teaching for the future /
Education for Sustainability is a key priority in today's schools, as our society seeks to find a balance between environmental, social, cultural, political and economic imperatives that affect our future. As young children will become the next generation of adults, it is vital that they are ed...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2015.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- PREFACE; REFERENCES; 1. WHY DO WE NEED TO TEACH EDUCATION FOR SUSTAINABILITY AT THE PRIMARY LEVEL?; WHAT IS MEANT BY SUSTAINABILITY?; WHAT DO WE MEAN BY EDUCATION FOR SUSTAINABILITY; EE, EfS AND ESD: A DISPUTED FIELD; TEACHING EDUCATION FOR SUSTAINABILITY AT THE PRIMARY LEVEL; EfS IN PRESERVICE TEACHER EDUCATION; ABOUT THIS BOOK; REFERENCES; PEDAGOGICAL CONSIDERATIONS; 2. ISSUES AND DIMENSIONS OF SUSTAINABILITY; CAUSES; Population; Consumption; Poverty and inequity; EFFECTS; Global warming and climate change; Pollution; Resource use and waste; Loss of biodiversity.
- Causes and effects: Making the connectionsVISIONS; CHANGE STRATEGIES; Population; Global warming; Pollution; Waste; CONCLUSION; REFERENCES; 3. HOW TO TEACH EDUCATION FOR SUSTAINABILITY:Integrating Theory and Practice; THE ROLE OF EDUCATION FOR SUSTAINABILITY; EFFECTIVE LEARNING AND TEACHING; LINKING EDUCATION FOR SUSTAINABILITY TO TEACHING AND LEARNING THEORY; HOW CAN I FIT EFS INTO MY PROGRAM?; CONCLUSION; REFERENCES; 4. YOUNG CHILDREN SAMPLING SUSTAINABLELEARNING AS HEALTHIER ME; MULTIPLE LEARNING CONTEXTS; Settings; Pedagogical and theoretical frameworks.
- LEARNERS, EDUCATORS AND QUESTIONINGChildren's authentic learning; Educators' intentional teaching; Contributing questions and children questioning; A HEALTHIER ME SAMPLER OF SUSTAINABLE LEARNING; Layer 1: Circles of my living and learning; Layer 2: People and places questions; Layer 3: People and place questions with EfS pillars; EDUCATOR REFLECTIONS INTO EARTH FUTURES; REFERENCES; 5. DIFFERENTIATING TEACHING FOR SUSTAINABILITY FOR DIVERSE STUDENT LEARNING; DIVERSITY IN TODAY'S EDUCATIONAL CONTEXTS; COMMUNITIES OF EMPATHETIC ENQUIRY FOR EDUCATION FOR SUSTAINABILITY.
- CASE STUDY 1: DEVELOPING AN EMPATHETIC TEACHING AND LEARNING COMMUNITYDYNAMIC NATURE OF EFS WITHIN AN EMPATHETIC TEACHING AND LEARNING COMMUNITY; MODEL OF DYNAMIC DIFFERENTIATION: A FRAMEWORK FOR PLANNING EFFECTIVEDIFFERENTIATED TEACHING PROCESSES IN VARYING LEARNING ECOLOGIES; CASE STUDY 2: DYNAMICALLY DIFFERENTIATING EFS TEACHING AND LEARNING; DIFFERENTTIATION MODELS FOR EFSFOR STUDENT DIVERSITY; Using taxonomies and matrices for planning differentiation; AUTHENTIC EFS ENRICHMENT STRATEGIES; Self-regulated learning with project-based learning and contracted tasks.
- CASE STUDY 3: DYNAMICALLY DIFFERENTIATING EFS TEACHING THROUGHPROJECT-BASED LEARNING AND COMMUNITY PROGRAMSREFLECTING ON EDUCATION FOR SUSTAINABILITY; CONCLUSION; REFERENCES; SOME USEFUL WEBSITES; LEARNING AREAS; 6. EDUCATION FOR SUSTAINABILITY IN PRIMARY SCIENCE EDUCATION; SCIENCE AND EFS IN AUSTRALIAN AND NEW ZEALAND CURRICULA; ATTITUDES TOWARDS SCIENCE AND LINKS TO EFS; APPROACHES TO SCIENCE TEACHING AND LEARNING FOR EFS; Insulation: an example of an approach to teaching science for EfS; LINKING SCIENCE AND SUSTAINABILITY; RELATIONSHIPS WITHIN THE ECOSYSTEM AND EFS.