How secondary-school students deal with issues of sustainable development in class*
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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How secondary-school students deal with issues of sustainable development in class*. / Kater-Wettstädt, Lydia.
in: Environmental Education Research, Jahrgang 24, Nr. 11, 02.11.2018, S. 1565-1580.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - How secondary-school students deal with issues of sustainable development in class*
AU - Kater-Wettstädt, Lydia
PY - 2018/11/2
Y1 - 2018/11/2
N2 - Education for sustainable development (ESD) is intended to enable individuals to shape a fair and sustainable society. Implemented at schools, ESD addresses specific topics, e.g. globalization or pollutants in clothing. This study investigates what challenges are connected with such issues in class and how students deal with issues of sustainable development at German secondary schools. Several teaching units in different subjects and schools were video- and audiotaped. The empirical material was analysed using the Documentary Method (a qualitative reconstructive approach) to describe students’ competences that emerged within different pedagogical arrangements. We identified three key competences that provide important skills for handling issues in ESD that deal (1) with the state of not knowing, (2) with perspectivity, and (3) with calls to action.
AB - Education for sustainable development (ESD) is intended to enable individuals to shape a fair and sustainable society. Implemented at schools, ESD addresses specific topics, e.g. globalization or pollutants in clothing. This study investigates what challenges are connected with such issues in class and how students deal with issues of sustainable development at German secondary schools. Several teaching units in different subjects and schools were video- and audiotaped. The empirical material was analysed using the Documentary Method (a qualitative reconstructive approach) to describe students’ competences that emerged within different pedagogical arrangements. We identified three key competences that provide important skills for handling issues in ESD that deal (1) with the state of not knowing, (2) with perspectivity, and (3) with calls to action.
KW - classroom research
KW - Documentary Method
KW - Education for sustainable development
KW - student strategies
KW - Didactics of elementary social studies and science
KW - Sustainability education
UR - http://www.scopus.com/inward/record.url?scp=85029441442&partnerID=8YFLogxK
U2 - 10.1080/13504622.2017.1373068
DO - 10.1080/13504622.2017.1373068
M3 - Journal articles
AN - SCOPUS:85029441442
VL - 24
SP - 1565
EP - 1580
JO - Environmental Education Research
JF - Environmental Education Research
SN - 1350-4622
IS - 11
ER -