How secondary-school students deal with issues of sustainable development in class*

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How secondary-school students deal with issues of sustainable development in class*. / Kater-Wettstädt, Lydia.

In: Environmental Education Research, Vol. 24, No. 11, 02.11.2018, p. 1565-1580.

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@article{5d2b5ccc7134440ca14fa9af01b8c040,
title = "How secondary-school students deal with issues of sustainable development in class*",
abstract = "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{\textquoteright} 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.",
keywords = "classroom research, Documentary Method, Education for sustainable development, student strategies, Didactics of elementary social studies and science, Sustainability education",
author = "Lydia Kater-Wettst{\"a}dt",
year = "2018",
month = nov,
day = "2",
doi = "10.1080/13504622.2017.1373068",
language = "English",
volume = "24",
pages = "1565--1580",
journal = "Environmental Education Research",
issn = "1350-4622",
publisher = "Routledge Taylor & Francis Group",
number = "11",

}

RIS

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 -