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Abstrakty
Sustainable development, in all of its aspects, is possible to be achieved only thanks to properly planned and effectively implemented formal, informal and non-formal education. In this context, what teachers know about sustainable development, to what extend they know its assumptions and demands, and how they implement these assumptions in their everyday school practice is extremely important. I will present the results of research concerning teachers' knowledge regarding education for sustainable development, the didactic methods and forms which they apply while implementing the didactic process for sustainable development.
Rocznik
Tom
Strony
261--276
Opis fizyczny
Bibliogr. 24 poz.
Twórcy
Bibliografia
- 1. Babbie, E. (2013). The practice of social research. Belmont: Wadsworth Cengage Learning.
- 2. Barth, M., Godemann, J., Rieckmann, M., Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4).
- 3. Barth, M., Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective. Journal of Cleaner Production, 26(1).
- 4. Bates, B.C., Kundzewicz, Z.W., Wu, S., & Palutikof, J.P. (Eds.) (2008). Climate change and water. Technical Paper of the Intergovernmental Panel on Climate Change. Geneva: IPCC Secretariat.
- 5. Bentham, H., Sinnes, A., Gjøtterud, S. (2015). A Teacher Education for Sustainable Development System: An Institutional Responsibility. International Journal of Higher Education, 4, 4.
- 6. Bereźnicki, F. (2007). Podstawy dydaktyki. Kraków: Impuls.
- 7. Bertschy, F., Künzli, Ch., Lehmann, M. (2013). Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability, 5, 5067-5080.
- 8. Cambers, G., Chapman, G., Diamond, P., Down, L., Griffith, A.D., Wiltshire, W. (2008). Teachers’ Guide for Education for Sustainable Development. Santiago.
- 9. Corney, G., Reid, A. (2007). Student teachers‘ learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13.
- 10. De Haan, G. (2007a). Guide: Education for Sustainable Development at Secondary Level. Justifications, Competences, Learning Opportunities. Compiled by the Transfer-21 Programme’s ‘Quality and Competences’ working group. Berlin.
- 11. De Haan, G. (2007b). The BLK 21’ programme in Germany: a Gestaltungskompetenz-based model for education for sustainable development. Environmental Education Research, 12.
- 12. De Haan, G. (2010). The Development of ESD-Related Competencies in Supportive Institutional Frameworks. International Review of Education, 56(2-3).
- 13. Frisk, E., Larson, K.L. (2011). Educating for Sustainability: Competencies & Practices for Transformative Action. Journal of Sustainable Education, 2.
- 14. Hecht, A.D., Fiksel, J., Fulton, S.C., Yosie, T.F., Hawkins, N.C. et al. (2012). Creating the future we want. Sustainability: Science Practice & Policy, 8, 62-75.
- 15. Jutvik, G.; Liepina, I. (Eds.) (2007). Education for Change: A Handbook for Teaching and Learning Sustainable Development. Riga, Latvia: Gsndrs.
- 16. Koperna, P. (2018). Edukacja dla zrównoważonego rozwoju w przedszkolu na przykładzie ekologicznego koła zainteresowań. Aura, 11.
- 17. Kupisiewicz, Cz. (2000). Dydaktyka ogólna, Warszawa: PWN.
- 18. Niemierko, B (2008). Kształcenie szkolne. Podręcznik skutecznej dydaktyki. Warszawa: PWN.
- 19. Okoń, W. (2003) Wprowadzenie do dydaktyki ogólnej. Warszawa: PWN.
- 20. Pimentel, D., Cooperstein, S., Randell, H., Filiberto, D., Sorrentino, S. et al. (2007). Ecology of increasing diseases: population growth and environmental degradation. Human Ecology, 35, 653-668.
- 21. Serafín, Č., Dostál, J., Havelka, M. (2015). Inquiry-Based Instruction in The Context of Constructivism. Procedia - Social and Behavioral Sciences, 186.
- 22. Thatcher, A. (2014). Theoretical definitions and models of sustainable development that apply to human factors and ergonomics. In: O. Broberg, N. Fallentin, P. Hasle, P.L. Jensen, A. Kabel, M.E. Larsen, T. Weller (Eds.). Human factors in organizational design and management. XI Nordic Ergonomics Society Annual Conference, 46.
- 23. UNESCO (2017). Education for Sustainable Development: Learning Objectives. Paris, France: United Nations Educational, Scientific and Cultural Organization.
- 24. Wilkinson, R., & Pickett, K. (2009). The spirit level: why greater equality makes societies stronger. New York: Bloomsbury.
Typ dokumentu
Bibliografia
Identyfikator YADDA
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