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Πεδίο DCΤιμήΓλώσσα
dc.contributor.authorAriza, Marta R.-
dc.contributor.authorChristodoulou, Andri-
dc.contributor.authorvan Harskamp, Michiel-
dc.contributor.authorKnippels, Marie Christine P.J.-
dc.contributor.authorKyza, Eleni A.-
dc.contributor.authorLevinson, Ralph-
dc.contributor.authorAgesilaou, Andria-
dc.date.accessioned2022-02-18T12:40:49Z-
dc.date.available2022-02-18T12:40:49Z-
dc.date.issued2021-10-01-
dc.identifier.citationSustainability, 2021, vol.13 , no. 20, articl. no. 11509en_US
dc.identifier.issn20711050-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/24387-
dc.description.abstractThis 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.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relation.ispartofSustainabilityen_US
dc.rights© The Author(s)en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSocio-scientific inquiry-based learning (SSIBL)en_US
dc.subjectEducation for environmental citizenshipen_US
dc.subjectTeacher educationen_US
dc.subjectCritical realismen_US
dc.subjectTransdisciplinarityen_US
dc.titleSocio‐scientific inquiry‐based learning as a means toward environmental citizenshipen_US
dc.typeArticleen_US
dc.collaborationUniversity of Jaenen_US
dc.collaborationUniversity of Southamptonen_US
dc.collaborationUtrecht Universityen_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationUniversity College Londonen_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsOpen Accessen_US
dc.countryUnited Kingdomen_US
dc.countryNetherlandsen_US
dc.countrySpainen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.3390/su132011509en_US
dc.identifier.scopus2-s2.0-85117410824-
dc.identifier.urlhttps://api.elsevier.com/content/abstract/scopus_id/85117410824-
dc.relation.issue20en_US
dc.relation.volume13en_US
cut.common.academicyear2020-2021en_US
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.cerifentitytypePublications-
item.openairetypearticle-
crisitem.journal.journalissn2071-1050-
crisitem.journal.publisherMDPI-
crisitem.author.deptDepartment of Civil Engineering and Geomatics-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.facultyFaculty of Engineering and Technology-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.orcid0000-0003-0992-4034-
crisitem.author.parentorgFaculty of Engineering and Technology-
crisitem.author.parentorgFaculty of Communication and Media Studies-
crisitem.author.parentorgFaculty of Communication and Media Studies-
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