Sustainability Pedagogy: Effects and Impacts on High School Students' Knowledge, Behaviour Intention and Actual Behaviour about Sustainability

Autor/inn/en	Grandisoli, Edson; Jacobi, Pedro Roberto
Titel	Sustainability Pedagogy: Effects and Impacts on High School Students' Knowledge, Behaviour Intention and Actual Behaviour about Sustainability
Quelle	In: World Journal of Education, 10 (2020) 6, S.23-34 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Sustainable Development; Environmental Education; Conservation (Environment); Sanitation; High School Students; Adolescents; Student Behavior; Intention; Knowledge Level; Program Effectiveness; Active Learning; Socialization; Private Schools; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Betriebshygiene; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten; Wissensbasis; Aktives Lernen; Socialisation; Sozialisation; Private school; Privatschule; Ausland; Brasilien
Abstract	The sustainability pedagogy has been considered a central framework for projects in Education for Sustainability due to its importance of equipping people with knowledge, values, skills, attitudes, and behaviors compatible with sustainability. Despite its theoretical-practical importance, there is still a gap in works that demonstrate its actual effectiveness. This work presents the outcomes of the Education for Sustainability Project (EfS) (2010-2016) developed by high school teachers and students in Sao Paulo, Brazil. The EfS considered a particular sustainability pedagogy as a guide for its activities and interventions in the school through active learning methodologies and multi-stakeholder social learning. Its effects and impacts on participant students' knowledge, actual behavior, and behavior intention were assessed quali-quantitatively by open-ended questions pre and post-tests. The participant students presented marked changes in knowledge and behaviors (compared to a control group) considering the adopted sustainability pedagogy, evidencing its effectiveness as a framework for different projects aiming at the formation of more sustainable individuals and societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01