https://orcid.org/0000-0002-6299-0543
Citations (14)
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Benoit Tonnetti & Vanessa Lentillon-Kaestner. (2023) Teaching interdisciplinarity in secondary school: A systematic review. Cogent Education 10:1.
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Paul Howard-Jones, Nicola Warren-Lee & Chris Aldred. (2023) Using evaluation data to inform climate education practice. Applied Environmental Education & Communication 22:3-4, pages 177-192.
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Kostas Stavrianakis & James Farmer. (2023) Beliefs and attitudes of university faculty members on climate change in the U.S.. International Journal of Environmental Studies 80:4, pages 1126-1142.
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Paul Howard-Jones, David Sands, Justin Dillon & Finnian Fenton-Jones. (2021) The views of teachers in England on an action-oriented climate change curriculum. Environmental Education Research 27:11, pages 1660-1680.
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David Simm, Alan Marvell & Alexia Mellor. (2021) Teaching “wicked” problems in geography. Journal of Geography in Higher Education 45:4, pages 479-490.
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Mehmet Şeremet, Martin Haigh & Emine Cihangir. (2021) Fostering constructive thinking about the ‘wicked problems’ of team-work and decision-making in tourism and geography. Journal of Geography in Higher Education 45:4, pages 517-537.
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Vincenza Ferrara, Flor Álvarez-Taboada, Gert-Jan Burgers, Eduardo Corbelle-Rico, Miguel Cordero, Eduardo Dias, Anneli Ekblom, Stefanos Georganos, Jeff Howarth, Maurice de Kleijn, Tommaso La Mantia, Niels van Manen, Giovanna Sala, Rafael da Silveira Bueno, Philip Verhagen & Anders Wästfelt. Scaffolding geospatial epistemic discomfort: a pedagogical framework for cross-disciplinary landscape research. Journal of Geography in Higher Education 0:0, pages 1-11.
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Articles from other publishers (7)
Basil P. Tucker & Hank C. Alewine. (2023) Everybody's Business to Know About Space: Cross-Disciplinarity and the Challenges of the New Space Age. Space Policy 66, pages 101573.
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Hendra Y. Agustian. (2023) The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems. Science & Education.
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Laura Cruz, Maung Min, Denise T. Ogden, Jennifer Parker, Eileen Grodziak, Paul Ko & Kelsey Klinger. (2022) Top Chief: A Critical Assessment of a Cross-disciplinary Case Study as Common Intellectual Experience. Innovative Higher Education 48:3, pages 415-432.
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Ivan Salinas, Gonzalo Guerrero, Miriam Satlov & Paola Hidalgo. (2022) Climate Change in Chile’s School Science Curriculum. Sustainability 14:22, pages 15212.
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Kit Wise, Abbey MacDonald, Marnie Badham, Natalie Brown & Scott Rankin. (2022) Interdisciplinarity for social justice enterprise: intersecting education, industry and community arts perspectives. The Australian Educational Researcher 49:3, pages 595-615.
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Heejun Chang, Elise F. Granek, David Ervin, Alan Yeakley, Veronica Dujon & Vivek Shandas. (2020) A community-engaged approach to transdisciplinary doctoral training in urban ecosystem services. Sustainability Science 15:3, pages 699-715.
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Qudsia Kalsoom. (2019) Sustainability-Focused Undergraduate Research and Pre-service Teachers’ Agency to act as Sustainability Educators. SSRN Electronic Journal.
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