2,871
Views
0
CrossRef citations to date
0
Altmetric
Articles

Teaching action-oriented knowledge on sustainability issues

ORCID Icon, ORCID Icon & ORCID Icon
Pages 334-360 | Received 25 May 2022, Accepted 09 Jan 2023, Published online: 18 Jan 2023

References

  • Albrecht, G. 2011. “Chronic Environmental Change: Emerging ‘Psychoterratic’ Syndromes.” In Climate Change and Human Well-Being, edited by I. Weissbecker, 43–56. New York: Springer.
  • Almers, E. 2013. “Pathways to Action Competence for Sustainability—Six Themes.” The Journal of Environmental Education 44 (2): 116–127.
  • Biström, E., and R. Lundström. 2021. “Textbooks and Action Competence for Sustainable Development: An Analysis of Swedish Lower Secondary Level Textbooks in Geography and Biology.” Environmental Education Research 27 (2): 279–294. doi:10.1080/13504622.2020.1853063.
  • Block, T., E. Paredis, and K. Van Poeck. 2019. “Protocols for Sustainability Education: 6 Interactive Teaching Methods Used in the UGent Course ‘Sustainability Thinking’.” Presented at Co-Creating Better Sustainability Education at the University, Meeting of the International Thematic Network SEDwise (Sustainability Education – Teaching and Learning in the Face of Wicked Socio-Ecological Problems), Copenhagen.
  • Blomhøj, M., and T. H. Jensen. 2003. “Developing Mathematical Modelling Competence: Conceptual Clarification and Educational Planning.” Teaching Mathematics and Its Applications 22 (3): 123–139.
  • Bonazzi Piasentin, F., and L. Roberts. 2018. “What Elements in a Sustainability Course Contribute to Paradigm Change and Action Competence? A Study at Lincoln University, New Zealand.” Environmental Education Research 24 (5): 694–715. doi:10.1080/13504622.2017.1321735.
  • Brandt, J. O., M. Barth, A. Hale, and E. Merritt. 2022. “Developing ESD-Specific Professional Action Competence for Teachers: Knowledge, Skills, and Attitudes in Implementing ESD at the School Level.” Environmental Education Research 28 (12): 1691–1729. doi:10.1080/13504622.2022.2064973.
  • Deleye, M., K. Van Poeck, and T. Block. 2019. “Lock-Ins and Opportunities for Sustainability Transition: A Multi-Level Analysis of the Flemish Higher Education System.” International Journal of Sustainability in Higher Education 20 (7): 1109–1124. doi:10.1108/IJSHE-09-2018-0160.
  • Dewey, J. 1938/1997. Experience and Education. New York: Touchstone.
  • Dewey, J., and A. F. Bentley. 1949/1991. Knowing and the Known. Carbondale: Southern Illinois University Press.
  • Dittmer, L., F. Mugagga, A. Metternich, P. Schweizer-Ries, Manuel Asiimwe, and G. Riemer. 2018. “We Can Keep the Fire Burning”: Building Action Competence through Environmental Justice Education in Uganda and Germany.” Local Environment 23 (2): 144–157. doi:10.1080/13549839.2017.1391188.
  • Feldman, M. S. 1995. Strategies for Interpreting Qualitative Data. Thousand Oaks, CA: SAGE Publications, Inc.
  • Finnegan, W. 2022. “Educating for Hope and Action Competence: A Study of Secondary School Students and Teachers in England.” Environmental Education Research. Advance online publication. doi:10.1080/13504622.2022.2120963.
  • Goffman, E. 1956. The Presentation of Self in Everyday Life. Edinburgh: University of Edinburgh.
  • Hajer, M. 2005. “Setting the Stage. A Dramaturgy of Policy Deliberation.” Administration & Society 36 (6): 624–647. doi:10.1177/0095399704270586.
  • Hoppman, S. 2007. “Restrained Teaching: The Common Core of Didaktik.” European Educational Research Journal 6 (2): 109–124.
  • Jensen, B. B. 2002. “Knowledge, Action and Pro-Environmental Behaviour.” Environmental Education Research 8 (3): 325–334. doi:10.1080/13504620220145474.
  • Jensen, B. B. 2004. “Environmental and Health Education Viewed from an Action-Oriented Perspective: A Case from Denmark.” Journal of Curriculum Studies 36 (4): 405–425. doi:10.1080/0022027032000167235.
  • Jensen, B., and K. Schnack. 1997. “The Action Competence Approach in Environmental Education.” Environmental Education Research 3 (2): 163–178. doi:10.1080/1350462970030205.
  • Kollmuss, A., and J. Agyeman. 2002. “Mind the Gap: Why Do People Act Environmentally and What Are the Barriers to Pro-Environmental Behavior?” Environmental Education Research 8 (3): 239–260. doi:10.1080/13504620220145401.
  • Larsen, S. 1998. The Ultimate Formula: For Efficient Teaching Processes. Hellerup, Denmark: Steen Larsen Publishing.
  • Lidar, Malena, Eva Lundqvist, and Leif Östman. 2006. “Teaching and Learning in the Science Classroom.” Science Education 90 (1): 148–163. doi:10.1002/sce.20092.
  • Mogensen, F., and K. Schnack. 2010. “The Action Competence Approach and the ‘New’ Discourse of Edu. for Sustainable Development, Competence and Quality Criteria.” Environmental Education Research 16 (1): 59–74. doi:10.1080/13504620903504032.
  • Nahuis, R. 2009. The Politics of Displacement. Towards a Framework for Democratic Evaluation. Innovation Studies Utrecht Working Paper Series, ISU Working Paper #08.09, Utrecht: Universiteit Utrecht.
  • Ojala, M., A. Cunsolo, C. A. Ogunbode, and J. Middleton. 2021. “Anxiety, Worry, and Grief in a Time of Environmental and Climate Crisis.” A Narrative Review, Annual Review of Environment and Resources 46 (1): 35–58.
  • Olsson, D., N. Gericke, and J. Boeve-de Pauw. 2022. “The Effectiveness of Education for Sustainable Development Revisited – A Longitudinal Study on Secondary Students’ Action Competence for Sustainability.” Environmental Education Research 28 (3): 405–429. doi:10.1080/13504622.2022.2033170.
  • Olsson, D., N. Gericke, W. Sass, and J. Boeve-de Pauw. 2020. “Self-Perceived Action Competence for Sustainability: The Theoretical Grounding and Empirical Validation of a Novel Research Instrument.” Environmental Education Research 26 (5): 742–760. doi:10.1080/13504622.2020.1736991.
  • Östman, L., and J. Öhman. 2022. “A Transactional Methodology for Analysing Learning.” Mind, Culture, and Activity: An International Journal. Advance online publication. doi:10.1080/10749039.2022.2042029.
  • Östman, L., K. Van Poeck, and J. Öhman. 2019a. “A Transactional Theory on Sustainability Learning.” In Sustainable Development Teaching: Ethical and Political Challenges, edited by K. Van Poeck, L. Östman, and J. Öhman, 127–139. New York: Routledge.
  • Östman, L., K. Van Poeck, and J. Öhman. 2019b. “A Transactional Theory on Sustainability Teaching: Teacher Moves.” In Sustainable Development Teaching: Ethical and Political Challenges, edited by K. Van Poeck, L. Östman, and J. Öhman, 140–152. New York: Routledge.
  • Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.
  • Sass, W., J. B. D. Pauw, S. D. Maeyer, and P. V. Petegem. 2021. “Development and Validation of an Instrument for Measuring Action Competence in Sustainable Development within Early Adolescents: The Action Competence in Susta. development Questionnaire (ACiSD-Q).” Environmental Education Research 27 (9): 1284–1304.
  • Sass, W., J. Boeve-de Pauw, D. Olsson, N. Gericke, S. De Maeyer, and P. Van Petegem. 2020. “Redefining Action Competence: The Case of Sustainable Development.” The Journal of Environmental Education 51 (4): 292–305. doi:10.1080/00958964.2020.1765132.
  • Sass, Wanda, Ellen Claes, Jelle Boeve-de Pauw, Sven De Maeyer, Wouter Schelfhout, Peter Van Petegem, Maria Magdalena Isac, et al. 2022. “Measuring Professional Action Competence in Education for Sustainable Development (PACesd).” Environmental Education Research 28 (2): 260–275. doi:10.1080/13504622.2021.1976731.
  • Shilling, C. 2018. “Embodying Culture: Body Pedagogics, Situated Encounters and Empirical Research.” The Sociological Review 66 (1): 75–90. doi:10.1177/0038026117716630.
  • Van Poeck, K., and L. Östman. 2020. “The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach.” Journal of Philosophy of Education 54 (4): 1003–1018. doi:10.1111/1467-9752.12467.
  • Van Poeck, K., and L. Östman. 2021. “Learning to Find a Way out of Non-Sustainable Systems.” Environmental Innovation and Societal Transitions 39: 155–172. doi:10.1016/j.eist.2021.04.001.
  • Van Poeck, K., and L. Östman. 2022. “The Dramaturgy of Facilitating Learning Processes: A Transactional Theory and Analytical Approach.” In Deweyan Transactionalism in Education. Beyond Self-Action and Inter-Action, edited by J. Garrison, L. Östman, and J. Öhman, 123–135. New York: Bloomsbury Publishing.
  • Van Poeck, K., L. Östman, and J. Öhman. 2019. Sustainable Development Teaching: Ethical and Political Challenges. New York: Routledge.
  • Varela-Losada, M., P. Vega-Marcote, U. Pérez-Rodríguez, and M. Álvarez-Lires. 2016. “Going to Action? A Literature Review on Educational Proposals in Formal Environmental Education.” Environmental Education Research 22 (3): 390–421. doi:10.1080/13504622.2015.1101751.
  • Wertsch, J. 1998. Mind as Action. New York: Oxford University Press.
  • Wickman, P. O., and L. Östman. 2002. “Learning as Discourse Change: A Sociocultural Mechanism.” Science Education 86 (5): 601–623. doi:10.1002/sce.10036.
  • Zhan, Y., R. He, and W. Wing Mui So. 2019. “Developing Elementary School Children’s Water Conversation Action Competence: A Case Study in China.” International Journal of Early Years Education 27 (3): 287–305. doi:10.1080/09669760.2018.1548346.