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See detailEnvironmental and Sustainability Education in the Benelux Region
Van Poeck, Katrien; Wals, Arjen E.J.; König, Ariane UL

in Environmental Education Research (in press), (Special Issue),

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See detailEnvironmental and Sustainability Education (ESE) in the Benelux region
Van Poeck, Katrien; Wals, Arjen E.J.; König, Ariane UL

in Environmental Education Research (in press)

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See detailEnvironmental and sustainability education in the Benelux countries: Research, policy and practices at the intersection of education and societal transformation
Van Poeck, Katrien; König, Ariane UL; Wals, Arjen E.J.

in Environmental Education Research (in press), (Special Issue),

As an introductory article of a Special Issue on Environmental and Sustainability Education (ESE) in the Benelux region, this paper provides an overview of ESE research, policy and practice in Belgium ... [more ▼]

As an introductory article of a Special Issue on Environmental and Sustainability Education (ESE) in the Benelux region, this paper provides an overview of ESE research, policy and practice in Belgium, The Netherlands and Luxembourg. It discusses the different contributions in this collection with regard to how the central theme of this issue, the relation between education and societal transformation, is approached in each paper. The main characteristics of the ESE research fields in the Benelux are described in general terms, and placed within the context of how ESE policy and practice are organised in these countries. Next, different conceptualisations of the relation between educational and political spaces reflected in the collection are discussed and the varied contributions to this issue are positioned in relation to three distinguished traditions of approaching the place of democracy in ESE. The authors conclude with commenting on how this relates to different approaches to the research-policy-practice interface. [less ▲]

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See detailLearning to confront complexity: What roles can a computer-based problem-solving scenario play?
Sonnleitner, Philipp UL; König, Ariane UL; Sikharulidze, Tea UL

in Environmental Education Research (2017)

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be ... [more ▼]

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of one specific scenario, the Genetics Lab, is empirically evaluated on base of three student cohorts. Results suggest that existing approaches to sustainability education can be substantially complemented by computer-based problem-solving scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such scenarios in sustainability education. [less ▲]

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See detailEvaluation of school tasks in the light of sustainability education: Textbook research in science education in Luxembourgish primary schools
Andersen, Katja Natalie UL

in Environmental Education Research (2017), 24(9), 1301-1319

This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and ... [more ▼]

This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and task-based learning. Using a textbook analysis approach, the article clarifies implicit and explicit forms of sustainability education in school tasks in Luxembourgish science textbooks for Grades 1 to 6. The study uses a two-step analysis: first, scanning textbooks on content relating to sustainability; and, second, evaluating the teaching practices associated with this content apparent in the textbooks. Step one identifies the school tasks in which sustainability content is implicitly or explicitly addressed while step two analyzes which forms of action-based and task-based learning occur in these sustainability-related school tasks. Based on the results two claims can be made: first, that there is very little sustainability-related content in Luxembourgish primary science textbooks, and those topics raised mostly relate to sustainability only indirectly; secondly, action-based and task-based learning are undervalued in the context of sustainability-related school tasks; neither of the two was commonly found in school tasks in sustainability education. [less ▲]

Detailed reference viewed: 82 (9 UL)