可持续发展教育
能力(人力资源)
持续性
整体论
心理学
行动计划
感知
教育学
医学教育
社会心理学
医学
管理
生态学
神经科学
经济
生物
作者
Wanda Sass,Sven De Mæyer,Jelle Boeve‐de Pauw,Peter Van Petegem
标识
DOI:10.1080/13504622.2023.2229543
摘要
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students' action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, reports on effectiveness research relating to ACiSD as a learning outcome of action-oriented ESD are scarce. The current study explores (1) how early adolescents perceive their teachers' ESD implementation and (2) whether perceived ESD (holism, pluralism, and action-orientedness) affects students' self-reported ACiSD. We administered two questionnaires to 12-16 year-old secondary school students, tapping into (1) their self-reported ACiSD and (2) their perceptions of teachers' ESD implementation efforts. Students' ESD perceptions were measured through descriptive statistics. Next, multilevel linear models were estimated to explore whether ESD and its components affect students' ACiSD. Our results suggest students did not distinctly perceive ESD implementation (esp. a participative approach). Holism and action-orientedness were neither perceived to be completely present nor completely missing. However, action-orientedness significantly affected students' reported ACiSD. While confirming the challenge an ESD implementation poses, our results may support efforts made. Implications for education and teacher development are discussed.
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