30. Environmental and Sustainability Education Research (ESER)
Paper
Arts, Econnection and Education for Sustainability: From the Anthropocene to Practical Post Humanism
Kumara Ward
University of Dundee, United Kingdom
Presenting Author: Ward, Kumara
This paper reports on a research project based in Australia that engaged experts from the United States, Canada, New Zealand, United Kingdom and Australia called: Inquiry Arts Pedagogies and Experiential Nature Education (IAPENE). It focused on early childhood education for sustainability (ECEfS) which has become an increasing feature within the broader education for sustainability movement internationally (Rousell & Cutter-Mackenzie-Knowles, 2020). The introduction of bush kindergarten programs (Warden, 2012), forest schools, engagement in community greening projects and children’s wild play gardens (, Dobia, Truong, Ward & Regalado, 2019; Royal Botanic Gardens, 2017), as well as legislative requirements (Little, Elliot & Wyver, 2017a) are evidence of proliferation of activity in this field. The need for engagement in ECEfS is clearly articulated by numerous researchers (Aitken, Hunt, Roy & Sajfar, 2012; Duhn, 2012; Cutter-Mackenzie & Edwards, 2013; Ward, 2013; Rousell & Cutter-Mackenzie-Knowles, 2020) who assert that young children have a right to sustainability/climate change education and facilitation of their engagement and connection with the natural world.
Theories related to connection with the natural world begin with those situated in the Anthropocentric discourse (Crutzen & Ramanathan, 2000) and include biophilia (Wilson, 1984), ecopsychology (Roszak, 2001) and place-based education (Sobel, 2005; Somerville., 2012). More recently post-humanist approaches to being one with the natural world (Malone, K., Moore & Ward, 2019; Malone, Karen., Tesar & Arndt, 2020) purposely decenter the human, and theorise planetary co-existence with a focus on regenerative paradigms that reject neo-liberal constructions of society with its focus on consumption, profit and Growth (Jickling, 2017). This research draws upon these theories and builds upon them through Econnection (See conclusion).
The research was conducted in two parts: The first consisted of consulting internationally with community arts and sustainability practitioners, early childhood educators, academics and teachers about the value and meaning of ECEfS and the way in which it could be further explored in early childhood settings using the arts. The arts are a standard inclusion in the early childhood program and present an opportunity for multimodal investigation and perception (Eisner, 2002; Judson & Egan, 2012) that facilitates a focus on the natural world as educational content, highlighting the local environments of children’s home and early childhood settings (Ward, 2017a). Analysis and consolidation of the stage 1 participant perspectives demonstrated strong synergies about the arts-infused curriculum and resulted in a series of Principles, Reflections and Practices that were developed as a pedagogical tool (Ward, 2017b) alongside the emerging theory of Econnection: Eco as in ecology and nnection as in connection. The second part of the research engaged early childhood educators in using the IAPENE pedagogical tool and Econnection for integrating sustainability education with arts-based curriculum and pedagogies to facilitate an increase in content related to the natural world and to normalize this content with a focus on place.
The research outcomes included the IAPENE Pedagogical tool, validated in stage 2, and theory of Econnection which were developed originally in the education context of early childhood. However, Econnection and the Principles, Reflections and Practices are equally relevant for young people in primary and secondary school. Five years on, and in the midst of a climate crisis, the relevance of this work has intensified and now forms the basis of blog conversations with educators about sustainability education in Scotland, the UK more broadly and internationally. These conversations, based on the Principle, Reflections and Practices (Ward, 2017b) bring the research into the present and highlight the need for working with educators to support their practice in incorporating learning for sustainability into their classrooms in a manner that supports children’s learning and agency as active citizens (Jickling, 2017).
Methodology, Methods, Research Instruments or Sources UsedAn interpretivist, inductive approach underpins this research, with the qualitative methodology in Stage 1 including mixed methods such as semi-structured interviews (Gray, 2014), photo-elicitation and photo-stories (Bignante, 2010; Wang, 2008). Reflexive thematic analysis focused on searching for patterns of similarity and difference to identify common nodes, subsequently used to generated themes (Clark, 2011). Reliability was conferred through the number of participants in the initial stage (30) and the mixed methods employed (Creswell, 2007). Stage 1 resulted in the development of a series of Principles, Reflections for Econnection Pedagogy and Practices in what is now the Inquiry Arts Pedagogy and Experiential Nature Education (IAPENE) Handbook (Ward, 2017b). Stage 1 of this research asked the following questions: What do international perspectives on outdoor experiential learning incorporating arts based pedagogies teach us about ECEfS learning affordances for young children?
Stage 2 trialled the use of the IAPENE Handbook and involved inductively oriented practitioner action research (Groundwater-Smith, 2008; Ponte, Ax, Beijaard & Wubbels, 2004). The findings and analysis focused on the correlations between the applied Principles, Reflections and Practices indicated in the handbook and the outcomes when educators in early childhood settings in Sydney, Australia and Lincoln, Nebraska USA engaged with them. Stage 2 of the research project asked: To what extent are the IAPENE Principles, Reflections for Econnection Pedagogies and Practices useful for incorporating additional content about the natural world and how did educators use them? Stage 2 trialled the IAPENE Handbook at six Western Sydney University Early Learning Centres and at two early childhood settings in Lincoln, Nebraska, USA.
This work continues by way of discussions with educators about the Principals, Reflections and Practices that are meaningful to them or others that arise during the discussion process. The discursive engagement will be showcased through a professional website blog and the University of Dundee Division of Education and Society: Sustainability in Education and Society Hub (currently under construction). Given the current climate crisis and the need for meaningful climate change education, the value of professional discussion on principles of learning for sustainability and use of pedagogical tools to support educators in incorporating sustainability education in early childhood and school settings, is evident (Rousell & Cutter MacKenzie-Knowles 2019). The process of shared creation of new ways for engaging with sustainability and climate change education as teachers and practitioners has the potential to becomes social activism for climate change.
Conclusions, Expected Outcomes or FindingsThere were two sets of outcomes in this research:
Stage 1 outcomes were the IAPENE pedagogical tool and the theory of Econnection.
This concept is described as:
‘A state of being where one feels themselves part of nature, ecologically, ethically and culturally. The natural world is perceived through all the senses as creative melding of embodiment, affective intensities and consciousness on a temporal continuum within which all actors are engaged in mutual flourishing.’
Additional findings include:
-Strong synergies between the perspectives of sustainability educators and academics, artists, outdoor educators and early childhood educators with regard to the value, impact and importance of the natural world and the extent to which the arts can play a key role in accessing, understanding, interpreting and expressing econnection with the natural world.
-The arts provide a useful means of interpreting the natural world and making content about the natural world more accessible for inclusion in curriculum.
-Interpretation of the natural world through the arts, enhances children’s and educators’ awareness of the local and regional natural environment.
Stage 2:
-Engaging with the Principles, Reflections for Pedagogies, and Practices included in the IAPENE Handbook results in a substantial increase in awareness and knowledge of the local natural environment for children and educators.
-Practice suggestions in the IAPENE Handbook are immediately relatable to existing pedagogies in the educators’ repertoires.
-Educators reported that sense of place and belonging were positively affected for them and the children with whom they worked.
-Educators and children incorporating the IAPENE Principles, Reflections and Practices expressed new understandings about the human/nature connection and interdependence.
-Educators working with the IAPENE Handbook reported that cognitive problem solving and imagination were a focus for the children when engaging with natural phenomena and materials during their play and investigations.
ReferencesAitken, J., Hunt, J., Roy, E. and Sajfar, B. (2012) A Sense of Wonder: Science in Early Childhood Education. Albert Park: Teaching Solutions.
Crutzen, P. J. and Ramanathan, V. (2000) 'The Ascent of Atmospheric Sciences', Science (Washington), 290(5490), pp. 299-30
Cutter-Mackenzie, A. and Edwards, S. (2013) 'The Next 20 Years: Imagining and Re-Imagining Sustainability, Envrionment and Education in Early Childhood Education', in Elliot, S., Edwards, S., Davis, J. and Cutter-Mackenzie, A. (eds.) Early Childhood Australia's Best of Sustainability: Research Practice and Theory. Deakin West, ACT.
Dobia, B., Truong, S., Ward, K. & Regalado, J. (2019). Wilding nature play for children and families: An evaluation of The Ian Potter Children’s WILD PLAY Garden at Centennial Park, Sydney. Penrith NSW: Western Sydney University. DOI: 10.26183/5d5224409fa67.) 33% Contribution.
Duhn, I. (2012) 'Making ‘Place’ for Ecological Sustainability in Early Childhood Education', Environmental Education Research, 18(1), pp. 19-29.
Jickling, B. (2017) 'Education Revisited: Creating Educational Experiences that are Held, Felt and Disruptive', in Jickling, B. and Sterling, S. (eds.) Post-Sustainability and Environmental Education: Remaking Education for the Future. Switzerland: Palgrave-Macmillan, pp. 15-30.
Malone, K., Moore, S. J. and Ward, K. (2019) Children’s Bodies, Sensing Ecologically: A study of Pre-language Children’s Ecological Encounters. Centre for Educational Research: Research. Western Sydney University.
Malone, K., Tesar, M. and Arndt, S. (eds.) (2020) Theorising Posthuman Childhood Studies.
Roszak, T. (2001) The Voice of the Earth: An Exploration of Ecopyschology. 2nd Ed edn. Grand Rapids MI: Phanes Press Inc.
Rousell, D. and Cutter-Mackenzie-Knowles, A. (2020) 'A systematic review of climate change education: giving children and young people a 'voice' and a 'hand' in redressing climate change', Children's Geographies, 18(2), pp. 191-208.
Sobel, D. (2005) Place-Based Education: Connecting Classrooms and Communities. Great Barring MA: The Orion Society.
Somerville., M. (2012) 'The Critical Power of Place', in Cannella, G. S. and Steinberg, S. (eds.) Critical Qualitative Research Reader. New York: Peter Lang, pp. 67-81.
Ward, K. (2013) 'Creative Arts-based Pedagogies in Early Childhood Education for Sustainability (EfS): Challenges and Possibilities ', Australian Journal of Environmental Education, 29(2), pp. 165-181.
Ward, K. (2017a) Econnection in Early Childhood Education: Synergies in Inquiry Arts Pedagogies and Experiential Nature Education. . Sydney, Australia: University, W. S.
Ward, K. (2017b) 'Inquiry Arts Pedagogy and Experiential Nature Education Handbook', Western Sydney University. Bankstown.
Wilson, E., O. (1984) Biophilia. Cambridge, Massachusetts: Harvard University Press
30. Environmental and Sustainability Education Research (ESER)
Paper
Specters of the City: Towards the Sustainable Pedagogy of a Haunted Place
Maria Mendel
University of Gdansk, Poland
Presenting Author: Mendel, Maria
The presentation, in which I plan to argue the current need of the sustainable pedagogy of place, including a haunted place, will be framed by Derrida’s hauntology (the word ‘hauntology’ as a play on the word ‘ontology’ which sounds like hauntology in French). Whereas traditional ontology provides taxonomies of things that exist, hauntology is an ontology of a specter, a being whose existence is not clearly defined, and its presence – like its absence – is uncertain regarding time and space / place. My earlier study and discoveries about the sense of the public (Mendel, 2022) mean that, on the one hand, one wants to free the present from the haunting. On the other hand, one wants to reclaim the sense of the public that comes from the past. In both cases, the conversation with the inheritance from past generations – which is the specter of the ‘public’ – takes place in the present and for the future in the name of justice. This ethical postulate underlies Derrida’s thought. As he wrote about ‘Specters of Marx’, ‘one must, magically, chase away a specter, exorcise the possible return of a power held to be baleful in itself and whose demonic threat continues to haunt the century’ (Derrida,1994: 120). To do this we should learn justice ‘from the ghost’ (221). Derrida, recommending sensitivity to the specters, learning from them, and talking to them [‘It is necessary to speak of the ghost, indeed to the ghost and with it (xix)], warns against seduction. Obsessions established ideas and ideologies are expression of the fact that we have been seduced by the specters and they, instead of us, speak using our voice. To better understand this aspect of Derrida’s thoughts, you can refer to the author of Real Cities, Steve Pile, who accurately reconstructed Derrida’s model of haunting and the ghost. For Pile,
to create an equitable, fair, and democratic city, we must take into account the dead, but not become possessed by them . . . We cannot ignore the dead, otherwise we may never learn from them, nor will we honour them. But nor can we endlessly and melancholically entrapped in the relentless, drowning flow of their history. London’s ghosts have, on occasion, proved to be a liability. What is true for London, is also true for New Orleans, Berlin, Singapore, Paris, New York and, possibly, every other city too. Cities cannot simply give up the ghost. Even the physical structures themselves – or the gaps they leave behind when they ‘pass on’ – can become ghosts’ (2005: 160–161).
On the one hand, the hauntology particularly addresses the non-humans, the specters, which act in specific time (out of joint) and place (haunted). On the other, haunting belongs to the human thought about the structure of every hegemony. Time and place are at the center of (re)thinking hauntology and its political, social, and materialist implications (cf. Bozalek et al. 2021: 1). Doing this via educational thought, which I propose, might make it useful in a practical dimension, more and more important in light of the ongoing crisis of life on Earth.
In my empirical study, I was looking for traces of the existence of local ghosts in the statements of interviewed inhabitants of Gdansk. In the thematic content analysis of the interviews, I was interested in discontinuities, ‘bends’ of local memory, in which specters could reveal their actions. The results led to prospective conclusions, including the recommendation of the concept of sustainable pedagogy of place, sensitive to ghosts and haunted places.
Methodology, Methods, Research Instruments or Sources UsedThe starting point was a question: are there traces of specters in the content of the interviews referring to the local space (Gdansk) and if there are, what are they and what role do they play in this content? Searching for answers I revisited the data of qualitative part of the research project: Identity of contemporary Gdansk inhabitants: what are we, what would we like to be? (Ciechorska-Kulesza et al., 2019). I worked for this project as scientific consultant.
Based on the analyzes of the collected empirical material (1000 participants), groups of Gdansk’s residents were identified that show similarity to each other in terms of three independent variables: (1) structural location (social position), (2) origin (in this case, the size category of the place of origin was used) and (3) declared activity, opinions and behaviors related to the civic and social sphere. Based on these variables (via cluster analysis method) and the results of a qualitative study based on 30 in-depth interviews, 6 profiles of inhabitants were determined, differing basically: lifestyle, declared values, patterns of cultural activity or attitude to Gdansk: Young Townsmen, Pragmatic Students, Withdrawn Shipyard Workers, Retiring Pioneers, Aspiring Professionals, and Analog Activists.
In my revisit, in which the research material consisted of interviewees' statements structured in 6 identity profiles, I used the qualitative content analysis method (QCA). In the QCA researchers are more interested in the meanings associated with messages than with the number of times message variables occur (Frey et al., 1999: chapter 9). In my QCA I used a 5-element approach inspired by Szczepaniak's proposal (2012: 110):
1/ Selection of empirical material (in my ‘revisit': the fragments of interviews structured in 6 identity profiles)
2/ Repeated analytical reading (selecting fragments that are interesting in my searching for 'working' ghosts)
3/ Creating a categorization key (a process of aggregating similar threads while trying to capture the maximum thematic diversity)
4/ Defining the categories in the key (the way in which they were distinguished)
5/ Building tables with quotes and their research reconstruction (important for me as a researcher who wants to provide the recipients of information about my research with some empirical material, without having to refer directly to the entirety of the texts).
Conclusions, Expected Outcomes or FindingsIt is clear that - after Pile (2005) – ‘various pasts’ coexisting in Gdansk and places in it ‘haunted more than others’ affect every interviewed Gdansk resident. To give an example, writing about Young Townsmen, Aspiring Professionals or Analog Activists, I described the negative dimensions of their relationship with ghosts and places that could be considered haunted. These negatives were related to the gentrifying effect of being overwhelmed by ‘noble Gdansk’ (one of the most saturated, descriptive categories). Seduced by the deceptive charm, they lose sight of 'the rest of the world' and need an education focused on 'justice to come'. The sensitivity to the more-than-human world (of which specters are a part), practiced in this education, could not only protect against the seduction that feeds on the exuberant human ego, but also open to a better world. As Carsten aptly notes:
(…) the future of nature (and therefore of humanity) will be substantially different from the past. The Anthropocene marks the termination of the stable climatological conditions of the Holocene during which agriculture, civilization and industry developed and flourished (…). Under such circumstances, the hauntological task of pedagogy involves more than mere chronicling; its purpose is to forge a real justice-to-come; in other words, more inclusive and tangible ways of imagining a future that is not bound up in destructive fantasies of progress and human mastery. If there is to be any future, therefore, (…) pedagogues will urgently require new ways of conceptualizing in their curriculums, teaching practices and research outputs the more-than-human natural histories. (Carstens, 2021: 123).
Thanks to such hauntological pedagogy we will be able to learn to converse with the more-than-human spectres that are now haunting us. Therefore, I finally present the prospective conclusions regarding the need for sustainable pedagogy of the place, sensitive to haunted places.
ReferencesBozalek V, Zembylas M, Mόtala S, Hölscher D (2021) Introduction (in) Bozalek V, Zembylas M, Mόtala S, Hölscher D (Eds.) Higher Education Hauntologies: Living with Ghosts for a Justice-to-come, Abingdon- New York: Routledge, pp.1-10.
Carstens D (2021) A posthuman hauntology for the Anthropocene: The spectral and higher education (in) Bozalek V, Zembylas M, Mόtala S, Hölscher D (Eds.) Higher Education Hauntologies: Living with Ghosts for a Justice-to-come, Abingdon- New York: Routledge, pp. 120-134.
Ciechorska-Kulesza K, Grabowski T, Michalowski L, Obracht-Prondzynski C, Stachura K, Zbieranek P (2019) Współczesne oblicza gdańskiej tożsamości [Contemporary faces of Gdańsk identity, Gdańsk]. Gdansk: Kashubian Institute
Derrida J (1994) Specters of Marx: The State of Debt, the Work of Mourning, and the New International.
Trans. P Kamuf. New York: Routledge.
Frey L, Botan C, & Kreps G (1999) Investigating communication: An introduction to research methods. (2nd ed.) Boston: Allyn & Bacon.
Mendel M (2020) Miejskie widma [The city specters] in Mendel M (Ed.) Eduwidma, rzeczy i miejsca nawiedzone [Edu-specters, things, and haunted places, Gdansk: University of Gdansk Press, pp.150-183.
Mendel M (2022) On the haunted ‘public’ in public education in Poland, European Educational Research Journal, Vol. 21(1) 29–43. DOI: 10.1177/14749041211008262
Pile S (2005) Real Cities: Modernity, Space and the Phantasmagorias of City Life. London: SAGE Publications.
Szczepaniak K (2012) Zastosowanie analizy treści w badaniach artykułów prasowych – refleksje metodologiczne [Using content analysis in the research on press articles – methodological reflections], Acta Universitatis Lodziensis Folia Sociologica, 42: 83-112.
30. Environmental and Sustainability Education Research (ESER)
Paper
Dealing with Student Beliefs about Global Issues
Fabio Schmid1,2, Stefanie Rinaldi2, Markus Rehm2, Hendrik Lohse-Bossenz2, Janine Kaeser1
1University of Teacher Education Lucerne, Switzerland; 2Heidelberg University of Education
Presenting Author: Schmid, Fabio
The paper presents findings from a three-years research project funded by the Swiss National Science Foundation, addressing the question of how student beliefs on global issues are dealt with in lower-secondary schools. Whereas this paper will focus on teacher practices and respective motivations, Stefanie Rinaldi will submit a second paper looking at recurring belief patterns that emerged in focus group discussions with students.
Global issues per definition are “[i]ssues or problems that affect most nations around the world, that cannot be solved by any single nation, and that show our increasing interdependence” (Hite & Seitz, 2016, p. 319). Furthermore, they require “interdisciplinary knowledge” (Hite & Seitz, 2016, p. 319) to be addressed. Although this definition includes the need for interdisciplinary cooperation, it lacks the regulatory component (global regulatory approach), which plays a role in the global development of multiple areas (Bhargava, 2006). The complexity of global issues should be emphasised, as it can be differentiated into various components. In the field of education, the concept of dual complexity divides global issues into factual (fact-based) and ethical sublevels (Mehren et al., 2015). On these sublevels there are contradictory, non-transparent and not conclusively resolvable fields of tension as well as underlying value conflicts that result in factual and moral controversies that teachers are confronted with (Ohl, 2013). Due to their complex, controversial and dynamic dimensions, the inclusion of global issues pose great challenges to teachers. Adequate didactic preparation is further aggravated as no corresponding subject didactics exist (Barchuck & Harkins, 2010; Mosch, 2013).
Various studies on specific global issues show that students have beliefs in areas such as climate change (Chang & Pascua, 2016) or sustainability (Holfelder, 2018). In addition, it has been shown in different subject areas that it is a challenge for teachers to deal with these beliefs appropriately (Mosch, 2013; Hoppe et al., 2020).
It is widely accepted that addressing student beliefs in the context of teachers' pedagogical content knowledge represents a central component of professional competence (Baumert & Kunter, 2013; Sherin & van Es, 2009). Moreover, due to their controversial dimension, it can be assumed that teachers’ own beliefs have a decisive influence on the way student beliefs are solicited (Barkhau et al., 2021). Consequently, such content is often treated unsystematically in the classroom as dealing with global issues depends not only on the cognitive but also on the affective level of professional competence (Baumert & Kunter, 2013). Motivational orientations, which include intentions and preferences, play a crucial role regarding teacher performance, as they determine behaviours in the classroom (Ryan & Deci, 2000). Additionally, the Swiss Curriculum provides teachers with great leeway in integrating global issues (D-EDK, 2015). Didactic concepts and approaches in this area are only gradually emerging and therefore need to be further developed and supported by empirical evidence (Krogull, 2018). The theoretical and conceptual background shows that various areas of tension in the field of global issues within education exist. A study focusing on the interdisciplinary nature of such issues is so far missing. The present study aims to tackle this gap by addressing the following research questions
How do teachers deal with student beliefs about global issues?
Q1: What methods do secondary teachers use to deal with student beliefs about global issues?
Q2: How do teachers justify their intended and applied methodological decisions?
Q3: What relevance do teachers attribute to addressing student beliefs about global issues and how do they justify this attribution?
Methodology, Methods, Research Instruments or Sources UsedThe study follows an explorative approach and is conducted in the German speaking part of Switzerland. Teaching practice will be elicited by means of semi-structured interviews and classroom observations so as to be able to capture existing patterns as broadly as possible. In total, forty classes in social and natural science will be observed. This sample size guarantees that all four subject matters within the area of natural and science studies are sufficiently covered to ensure the intended interdisciplinarity. Teachers are instructed to plan two to three lessons on a global issue of their choice. The planning process, with a focus on the role of student beliefs and the reasoning patterns, is discussed in an interview. The following classroom observation is then complemented by a second interview, drawing attention to observed aspects and including further questions regarding intentions and goals. The focus on the sequence of planning-teaching-reflection is intended to provide a holistic picture of the pedagogical practice. Both interviews are semi-structured and problem-centred and the second interview incorporates elements of stimulated recall.
All interviews and classroom observations are video- and audiotaped. Transcripts as well as postscripts for each case are produced. The data is analysed through thematic, evaluative and type-building qualitative content analysis (Kuckartz, 2018). Through this method it is possible to appropriately reduce the large size of the dataset. The category system is composed of a combination of deductive-inductive categories. For the construction of categories and the following typification, a high degree of agreement among coders is required in the development of the category system. This ensures a reliable aggregation of individual cases to types. Therefore, a part of the dataset is coded by two coders (consensually) on the basis of previously developed main categories. Emerging coding differences are discussed and resolved (Kuckartz, 2018). Subcategories are developed inductively. This further differentiates the category system. The categories are then adjusted one last time and subsequently the entire data set is coded and analysed with the complete category system. The aim of the typification is to determine patterns of rationale in dealing with global issues and associated student beliefs.
Conclusions, Expected Outcomes or FindingsThe study aims to present findings regarding interdisciplinary approaches and associated patterns of rationales of practicing teachers in dealing with student beliefs about global issues. It is expected that this will help improve understanding as to how and why teachers address global issues in order to better address the above-mentioned tensions. Although the study refers to the German-speaking part of Switzerland's lower secondary school system, it can be assumed that the findings may be relevant regardless of location due to the scope of global issues. This has the further potential to contribute to catalysing the conceptualisation and systematisation of global issues teaching across country borders as well as informing pre-service teacher training in this field.
Within this presentation, results of the above-mentioned analysis will be presented and discussed. The analysis so far shows that, methodologically, teachers prefer to deal with global issues and associated student beliefs through unstructured, spontaneous discussions. Furthermore, some teachers use confrontation tasks to elicit beliefs. Regarding intentions behind methodological approaches, teachers state that it is important to them to promote awareness of global entanglements, to foster critical thinking and argumentation skills, and to pursue normative action goals.
ReferencesBarchuck, Z. & Harkins, M. J. (2010). Why teach about globalization? Pre-service teachers’ perceptions of the benefits and challenges of teaching globalization issues. Social Studies Research & Practice, 5 (1), 13-23.
Barkhau, J., Kühn, C., Wilde, M., & Basten, M. (2021). «Alles, was schwer ist, geht unter.» Warum
Lehrer*innen-Vorstellungen wichtig sind – Ein Konzept für eine Seminarsequenz zum Thema «Schwimmen und Sinken». HLZ – Herausforderung Lehrer*innenbildung, 4 (2), 10–27.
Baumert, J., & Kunter, M. (2013). The COACTIV Model of Teachers’ Professional Competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Ed.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (S. 25–48). Springer.
Bhargava, V. (2006). Introduction to Global Issues. In: Bhargava, V. (Ed.), Global Issues for Global
Citizens. An Introduction to Key Development Challenges, 1-28. The World Bank.
Chang, C.-H. & Pascua, L. (2016). Singapore Students’ Misconceptions of Climate Change. International Research in Geographical and Environmental Education, 25(1), 84-96.
Deutschschweizer Erziehungsdirektoren-Konferenz (D-EDK), 2015. Lehrplan 21.
Hite, A. H. & Seitz, J. L. (2016). Global Issues. An Introduction. John Wiley & Sons.
Holfelder, A.-K. (2018). Orientierungen von Jugendlichen zu Nachhaltigkeitsthemen. Zur didaktischen Bedeutung von implizitem Wissen im Kontext BNE. Springer.
Hoppe, T., Renkl, A., Seidel, T., Rettig, S., & Riess, W. (2020). Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter. Sustainability, 12(10), 41-84.
Krogull, S. (2018). Weltgesellschaft verstehen. Eine internationale, rekonstruktive Studie zu Perspektiven junger Menschen. Verlag für Sozialwissenschaften.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Beltz Juventa.
Mehren, M., Mehren, R., Ohl, U., Resenberger, C. (2015). Die doppelte Komplexität geographischer
Themen. Eine lohnenswerte Herausforderung für Schüler und Lehrer. Geographie und Schule, 37 (216), 4-11.
Mosch, M. (2013). Diagnostikmethoden in der politischen Bildung. Vorstellungen von Schüler/-innen im Unterricht erheben und verstehen. Justus-Liebig-Universität.
Ohl, U. (2013). Komplexität und Kontroversität. Herausforderungen des Geographieunterrichts mit hohem Bildungswert. Praxis Geographie, 43 (3), 4-8.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Scholten, N., Höttecke, D. & Sprenger, S. (2020). How Do Geography Teachers Notice Critical Incidents during Instruction? International Research in Geographical and Environmental Education, 29(2).
Sherin, M. G. & Van Es, E. A. (2009). Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education, 60(1) 20-37.
|
