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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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1. Aufsatz in Zeitschrift
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Hauptsachtitel:
German Academia heading for sustainability? Reflections on policy and practice in teaching, research and institutional innovations.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
1
Themenschwerpunkt:
Special Issue: Environmental education in three German-speaking countries: research perspectives and recent developments.
Erscheinungsjahr:
Seite (von-bis):
85-99
Kurzinfo:
Abstract:
This article discusses how far (and by what practical means) the growing global trend for universities to commit to sustainable development has spread across German academia. Following this introduction, part 2 will outline the political framework of the sustainability discourse in German higher education. Part 3 will emphasise the integration of sustainability principles into universities′ operational practices and institutional missions through teaching and research. Part 4 discusses Eco-Audits for universities as a promising step towards sustainability. That the commitment to becoming a sustainable institution is not without its challenges is described in the final section, part 5, by a case study of the University of Lüneburg.
Original-Quelle (URL):
DOI:
10.1080/13504620500527758
Datum des Zugriffs:
17.06.2014
2. Aufsatz in Zeitschrift
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Hauptsachtitel:
Sustainable Development in early Childhood Education.
Untertitel/Zusätze:
In-Service Student's comprehension of the concept.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
16
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
187-200
Kurzinfo:
Abstract:
The purpose of this article is to explore day care attendants' comprehension of the concept of sustainable development (SD) and to analyse the associated pedagogical practices at their place of work in pre-schools. The empirical data comprise written exam reports from 32 practising day care attendants attending an in-service education course. The participants study early childhood education (ECE) part time at Mälardalen University, Sweden, and the rest of their time they work in their pre-schools. The analysis was based on a qualitative content analysis approach, and the results show a multi-faceted understanding of the concept. SD was seen as a holistic approach, an environmental issue or a democratic issue. The article explores how these different ways of approaching the concept relate to different attitudes and day-to-day practices in the pedagogical programme in the pre-schools.
Original-Quelle (URL):
DOI:
10.1080/13504622.2010.522704
Datum des Zugriffs:
16.07.2014
3. Aufsatz in Zeitschrift
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Hauptsachtitel:
Examining the literature to reveal the nature of community EE/ESD programs and research.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
24
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
26-49
Kurzinfo:
Abstract
Interest in community environmental education (EE) and community education for sustainable development (ESD) is increasing, as evidenced by the increase in studies examining community EE/ESD approaches and NAAEE′s current development of the Community EE Guidelines for Excellence. Thus, the purpose of this paper is to: (1) provide a review of research which identifies as examining community EE/ESD issues from 1994 to 2013, (2) examine themes specific to community-oriented program implementation and outcomes, and (3) examine theoretical trends within this work. While no single framework emerged from the diverse studies on community EE/ESD, themes suggested greater success for programs that were rooted in community issues, involved multiple community partners, were oriented towards collaborative and civic action, and incorporated reflection on social institutions and power dynamics. These characteristics reflect an emancipatory approach to education which seeks to enhance human development through public participation and engagement. To this end, future researchers and practitioners should consider: (1) the resources needed to understand community values and concerns, (2) skills and knowledge required to build relationships and attend to community culture, values and democratic processes, (3) theories that account for the socio-historical contexts of participants and their pathways for transformation and empowerment, and (4) a process of action that continually reflects on power structures and dynamics.
Original-Quelle (URL):
DOI:
10.1080/13504622.2016.1244658
Datum des Zugriffs:
27.04.2018
4. Aufsatz in Zeitschrift
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Hauptsachtitel:
Influences on childrens environmental cognition: a comparative analysis of New Zealand and Mexico.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
18
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
91-115
Kurzinfo:
Abstract:
This paper investigates Mexican and New Zealand children′s conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9–11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children′s understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children′s contact with nature, encouraging critical thinking and more environmental activities.
Original-Quelle (URL):
DOI:
10.1080/13504622.2011.582093
Datum des Zugriffs:
21.07.2014
5. Aufsatz in Zeitschrift
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Hauptsachtitel:
Action, experience, behaviour and technology: why it's just not the same?
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
3-4
Themenschwerpunkt:
Special Issue: Researching education and the environment: retrospect and prospect.
Erscheinungsjahr:
Seite (von-bis):
513-522
Original-Quelle (URL):
DOI:
10.1080/13504620600799281
Datum des Zugriffs:
24.06.2014
6. Aufsatz in Zeitschrift
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Hauptsachtitel:
Assessing the impact of a program designed to develop sustainability leadership amongst staff members in higher education institutes.
Untertitel/Zusätze:
A case study from a community of practice perspective.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
24
Z-Heftnummer/-bez.:
4
Erscheinungsjahr:
Seite (von-bis):
492-520
Kurzinfo:
Abstract
This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program′s contribution by interviewing 16 staff members who had attended the program. At the individual level, we found that the SLDP provided participants with opportunities to learn from and with other members of the CoP and to engage them in debate about the various meanings of ′sustainability′, increasing their environmental awareness and their environmental involvement within the IHE′s community. At the institutional level, the SLDP disseminated the college′s socio-environmental mission statement, increased its administration′s commitment and involvement, served as a platform for addressing local socio-environmental problems and initiated an Education-for-Sustainability (EfS) activists′ network. However, the participants indicated that the SLDP had limited impact on the environmentalism of other staff members and that the on-going mentoring and support from the college administration was insufficient. This study highlights the importance of such EfS professional programs to the development of both staff members and entire institutions as sustainability leaders. It also suggests ways to increase staff involvement in institutional EfS discourse.
Original-Quelle (URL):
DOI:
10.1080/13504622.2017.1291799
Datum des Zugriffs:
23.04.2018
7. Aufsatz in Zeitschrift
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Hauptsachtitel:
Young people′s conversations about environmental and sustainability issues in social media.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
23
Z-Heftnummer/-bez.:
4
Erscheinungsjahr:
Seite (von-bis):
465-485
Kurzinfo:
Young people′s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people′s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people′s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
Original-Quelle (URL):
DOI:
10.1080/13504622.2016.1149551
Datum des Zugriffs:
17.10.2017
8. Aufsatz in Zeitschrift
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Hauptsachtitel:
Young people′s conversations about environmental and sustainability issues in social media.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
23
Z-Heftnummer/-bez.:
4
Erscheinungsjahr:
Seite (von-bis):
465-485
Kurzinfo:
Young people′s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people′s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people′s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
Original-Quelle (URL):
DOI:
10.1080/13504622.2016.1149551
Datum des Zugriffs:
17.10.2017
9. Aufsatz in Zeitschrift
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Hauptsachtitel:
Business as un-usual through dislocatory moments - change for sustainability and scope for subjectivity in classroom practice.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
24
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
648-662
Kurzinfo:
Abstract
This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ′dislocatory moments′, to identify and analyse moments in classroom practice that address educational objectives relating to ′change for sustainability′ and ′thinking and acting independently′. A case of business education, when ′sustainable development′ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ′business as un-usual′ without compromising emancipatory education ideals.
Original-Quelle (URL):
DOI:
10.1080/13504622.2017.1320704
Datum des Zugriffs:
23.04.2018
10. Aufsatz in Zeitschrift
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Hauptsachtitel:
Assessing environmental understanding: an application of the concept mapping strategy
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
14
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
519-536
Kurzinfo:
Abstract

Despite its importance as a central goal in environmental education, there appears to be little consensus about how best to document, assess and evaluate understanding of environmental concepts. This illustrative case study describes and demonstrates the use of the concept mapping strategy as an effective tool for assessing environmental understanding. Data were collected from 325 middle school-aged (11–14 years) individuals and comparisons were made among those enrolled in a model, university-based, informal, residential marine education program (viz. MarineQuest) and a matched group of non-participating students. Using a non-randomized Solomon Four Group experimental design, differences in the structural complexity and content validity of knowledge about marine animal life were explored. Results reveal significant differences in the frequencies of concepts, relationships, levels of hierarchy, branching and cross-linking and in the frequencies and types of critical concepts depicted. In all cases, where differences were found, they favored participants who enrolled in the environmental education intervention. The findings suggest that concept maps offer a valuable alternative or adjunct to traditional pencil and paper tests and provide both a qualitative and a quantitative measure of conceptual understanding.
Original-Quelle (URL):
DOI:
10.1080/13504620802278829
Datum des Zugriffs:
17.03.2021
11. Aufsatz in Zeitschrift
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Hauptsachtitel:
An exploration of future trends in environmental education research
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
19
Z-Heftnummer/-bez.:
4
Erscheinungsjahr:
Seite (von-bis):
1-22
Kurzinfo:
Abstract:

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.
Original-Quelle (URL):
DOI:
10.1080/13504622.2012.709823
Datum des Zugriffs:
08.07.2020
12. Aufsatz in Zeitschrift
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Hauptsachtitel:
Social Metaphors and their Implications for Environmental Education.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
3
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
29-42
Kurzinfo:
Summary

That ideologies exist is seldom questioned. It can easily be seen that they exist in other cultures. Ironically, the ideologies of patriarchy and capitalism cannot acknowledge that theirs, too, is a perspective and not a single truth. This capability to cloud thought is the power of ideology to shape the social order. The focus of this article is cultural influences on environmental education. It examines some of the means of transmission of culture and ideology which a society adopts: metaphors, myths and institutions. The close link between inequalities of social classes, ideology and natural resource use is established. Of particular interest are the metaphors for women's thought processes and epistemology. Women's ways of acquiring knowledge seem particularly relevant to understanding ecosystems. The power which the metaphors exert over environmental education is illuminated. Trends in environmental education, although now more holistic in approach, seem to still serve to bring the curricula to equilibrium with the dominant ideology.
Original-Quelle (URL):
DOI:
10.1080/1350462970030103
Datum des Zugriffs:
21.09.2020
13. Aufsatz in Zeitschrift
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Hauptsachtitel:
Enhancing college students' environmental sensibilities through online nature journaling.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
18
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
133-150
Kurzinfo:
Abstract:
The increasing alienation of today′s children from the environment has been termed ′nature-deficit disorder′. Research suggests this disconnect can adversely impact young people′s physical and psychological well-being. This paper explores whether online multimedia journaling about nature can increase the amount of time students spend outdoors, enhancing their environmental awareness and changing their nature-related perceptions. Students in a 60-person introductory environmental studies course at a large midwestern public university in the United States completed weekly online multimedia nature journals for one semester. A survey assessed their experiences. The median survey respondent spent an additional 11–20 minutes outdoors weekly. Seventy-four percent of respondents said that the project increased their awareness of nature, 68% said it changed the way they thought about nature, and 56% said it increased their interest in spending time outdoors. Though these findings are promising, there are some theoretical reasons for questioning their depth and duration.
Original-Quelle (URL):
DOI:
10.1080/13504622.2011.589000
Datum des Zugriffs:
21.07.2014
14. Aufsatz in Zeitschrift
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Hauptsachtitel:
Tensions between indoctrination and the development of judgement: the case against early closure.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
11
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
187-197
Kurzinfo:
Abstract:
This article explores the notion of sound judgement by citizens in environmentally attentive democracies. The argument is against indoctrination, and in favour of greater continuity and progression throughout all phases of education. A democratic education that is attentive to issues of environmental sustainability will need to draw on the evidence base of science. This is necessary but not sufficient. Learners need to be able to synthesise understanding from a range of disciplines, including those that address questions of value and judgement. Knowledge and understanding alone do not necessarily lead to a commitment to action for sustainability, and this can result in temptations to take short cuts that result in pupils making rhetorical commitments. The paper looks to the liberal educational philosophy of Paul Hirst as a basis for curriculum analysis and argues that the ability to synthesise an understanding of environmental and sustainable development issues from the irreducible forms of knowledge proposed by Hirst is an advanced skill that requires development over a protracted period.
Original-Quelle (URL):
DOI:
10.1080/1350462042000338351
Datum des Zugriffs:
23.07.2014
15. Aufsatz in Zeitschrift
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Hauptsachtitel:
Science: An unreliable friend to environmental education?
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
6
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
269-280
DOI:
10.1080/713664678
 
Ashley 2000 - Science An unre


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