An Interdisciplinary Approach to Environmental and Sustainability Education: Developing Geography Students' Understandings of Sustainable Development Using Poetry

Autor/in	Walshe, Nicola
Titel	An Interdisciplinary Approach to Environmental and Sustainability Education: Developing Geography Students' Understandings of Sustainable Development Using Poetry
Quelle	In: Environmental Education Research, 23 (2017) 8, S.1130-1149 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1221887
Schlagwörter	Interdisciplinary Approach; Poetry; Environmental Education; Sustainability; Geography Instruction; Teaching Methods; Secondary School Students; Semi Structured Interviews; Foreign Countries; Case Studies; Constructivism (Learning); Questionnaires; Student Attitudes; Freehand Drawing; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lyrik; Poesie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Ausland; Case study; Fallstudie; Case Study; Fragebogen; Schülerverhalten; Drawing; Zeichnen
Abstract	Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students' understandings of sustainability. The research used students' drawings of sustainable cities alongside questionnaires and semi-structured interviews to explore their understanding of sustainable development within a constructivist, case study framework. The study found that the use of poetry within a geography lesson developed students' appreciation of the social and economic dimensions of sustainability, although their focus persisted around the environmental. As such, it is argued that an interdisciplinary approach to ESD encourages students to engage more critically and affectively with the concept of sustainable development, thereby developing a more holistic appreciation of it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01