Παρακαλώ χρησιμοποιήστε αυτό το αναγνωριστικό για να παραπέμψετε ή να δημιουργήσετε σύνδεσμο προς αυτό το τεκμήριο:
https://hdl.handle.net/20.500.14279/24387
Τίτλος: | Socio‐scientific inquiry‐based learning as a means toward environmental citizenship | Συγγραφείς: | Ariza, Marta R. Christodoulou, Andri van Harskamp, Michiel Knippels, Marie Christine P.J. Kyza, Eleni A. Levinson, Ralph Agesilaou, Andria |
Major Field of Science: | Social Sciences | Field Category: | Educational Sciences | Λέξεις-κλειδιά: | Socio-scientific inquiry-based learning (SSIBL);Education for environmental citizenship;Teacher education;Critical realism;Transdisciplinarity | Ημερομηνία Έκδοσης: | 1-Οκτ-2021 | Πηγή: | Sustainability, 2021, vol.13 , no. 20, articl. no. 11509 | Volume: | 13 | Issue: | 20 | Περιοδικό: | Sustainability | Περίληψη: | This paper draws on the meta‐theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio‐Scientific Inquiry‐Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision‐making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship. | URI: | https://hdl.handle.net/20.500.14279/24387 | ISSN: | 20711050 | DOI: | 10.3390/su132011509 | Rights: | © The Author(s) | Type: | Article | Affiliation: | University of Jaen University of Southampton Utrecht University Cyprus University of Technology University College London |
Publication Type: | Peer Reviewed |
Εμφανίζεται στις συλλογές: | Άρθρα/Articles |
Αρχεία σε αυτό το τεκμήριο:
Αρχείο | Περιγραφή | Μέγεθος | Μορφότυπος | |
---|---|---|---|---|
sustainability-13-11509-v2.pdf | 1.19 MB | Adobe PDF | Δείτε/ Ανοίξτε |
CORE Recommender
SCOPUSTM
Citations
7
checked on 14 Μαρ 2024
WEB OF SCIENCETM
Citations
6
Last Week
0
0
Last month
0
0
checked on 29 Οκτ 2023
Page view(s)
361
Last Week
0
0
Last month
31
31
checked on 14 Μαρ 2025
Download(s)
182
checked on 14 Μαρ 2025
Google ScholarTM
Check
Altmetric
Αυτό το τεκμήριο προστατεύεται από άδεια Άδεια Creative Commons