The Place of Content and Pedagogy in Shaping Sustainability Learning Outcomes in Higher Education

Autor/inn/en	Mintz, Keren; Tal, Tali
Titel	The Place of Content and Pedagogy in Shaping Sustainability Learning Outcomes in Higher Education
Quelle	In: Environmental Education Research, 24 (2018) 2, S.207-229 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1204986
Schlagwörter	Course Content; Environmental Education; Higher Education; Teaching Methods; Sustainable Development; Mixed Methods Research; Undergraduate Students; Outcomes of Education; Correlation; Student Attitudes; Attitude Change; Course Descriptions; Foreign Countries; Field Trips; Cognitive Processes; Local Issues; Active Learning; Case Studies; Semi Structured Interviews; Questionnaires; Factor Analysis; Israel + Suchen Sie Ihr Suchwort? Kursprogramm; Umweltbildung; Umwelterziehung; Umweltpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltige Entwicklung; Lernleistung; Schulerfolg; Korrelation; Schülerverhalten; Attitudinal change; Einstellungsänderung; Kursstrukturplan; Ausland; Exkursion; Cognitive process; Kognitiver Prozess; Aktives Lernen; Case study; Fallstudie; Case Study; Fragebogen; Faktorenanalyse
Abstract	This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01