國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Developing sustainability competence...

Barreiro-Gen, Maria.

Developing sustainability competences through pedagogical approachesexperiences from international case studies /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing sustainability competences through pedagogical approachesedited by Rodrigo Lozano, Maria Barreiro-Gen.
其他題名:	experiences from international case studies /
其他作者:	Lozano, Rodrigo.
出版者:	Cham :Springer International Publishing :2021.
面頁冊數:	xiv, 283 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Sustainable developmentStudy and teaching.
電子資源:	https://doi.org/10.1007/978-3-030-64965-4
ISBN:	9783030649654$q(electronic bk.)

Developing sustainability competences through pedagogical approachesexperiences from international case studies /
Developing sustainability competences through pedagogical approachesexperiences from international case studies /[electronic resource] :edited by Rodrigo Lozano, Maria Barreiro-Gen. - Cham :Springer International Publishing :2021. - xiv, 283 p. :ill., digital ;24 cm. - Strategies for sustainability,2212-5450. - Strategies for sustainability..

Chapter 1-Introduction -- Chapter 2-Sustainability in curricula-assessment tools, competences, pedagogical approaches, and frameworks, and the methods used in the case studies -- Chapter 3-Central University of Technology (CUT), South Africa -- Chapter 4-European University of Lefke, North Cyprus -- Chapter 5-Nyiregyhaza University, Hungary -- Chapter 6-Open University, Portugal -- Chapter 7-Universidad Autonoma de Madrid, Spain -- Chapter 8-Universidade de a Coruna -- Chapter 9-Universidad de Ciencieas Aplicadas y Politicas Ambientales -- Chapter 10-Universidad de Las Americas Puebla, Mexico -- Chapter 11-University of Belgrade, Serbia -- Chapter 12-University of Gavle, Sweden -- Chapter 13-University of Helsinki, Finland -- Chapter 14-University of Parma, Italy -- Chapter 15-University of Zaragoza, Spain -- Chapter 16-Warsaw University of Technology, Poland -- Chapter 17-Conclusions-synthesing curricula contribution to sustainability, sustainability competences, and pedagogical approaches.

This book is aimed at developing sustainability competences through pedagogical approaches by comparing 15 case studies from 12 countries in 4 continents (Africa, America, Australia, and Europe) analysing how Sustainable Development (SD) is being taught in their courses, which competences are being developed, and which pedagogical approaches are being used to develop the competences. The book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used, utilizing a framework aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Compared to previous works addressing SD in education, which often mostly cover tools for improving the sustainability of campus operations, this approach uses assessment tools to uniquely focus on how courses and programmes (i.e. curricula) incorporate SD. Through the case studies, readers will learn about how the 3 major groups of pedagogical approaches have been used: (1) Universal, meaning broadly applicable pedagogies that have been used in many disciplines and contexts; (2) Community and social justice, which are pedagogies developed specifically for use in addressing social justice and community-building; and (3) Environmental education, which are pedagogies emerging from environmental sciences and environmental education practices.

ISBN: 9783030649654$q(electronic bk.)

Standard No.: 10.1007/978-3-030-64965-4doiSubjects--Topical Terms:

220027
Sustainable development
--Study and teaching.

LC Class. No.: HC79.E5 / D484 2021

Dewey Class. No.: 333.7071

Developing sustainability competences through pedagogical approachesexperiences from international case studies /
LDR:03691nmm a2200349 a 4500 001 599362
003 DE-He213
005 20210705095210.0
006 m d
007 cr nn 008maaau
008 211027s2021 sz s 0 eng d
020 $a 9783030649654$q(electronic bk.)
020 $a 9783030649647$q(paper)
024 7 $a 10.1007/978-3-030-64965-4 $2 doi
035 $a 978-3-030-64965-4
040 $a GP $c GP
041 0 $a eng
050 4 $a HC79.E5 $b D484 2021
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
072 7 $a RNU $2 thema
082 0 4 $a 333.7071 $2 23
090 $a HC79.E5 $b D489 2021
245 0 0 $a Developing sustainability competences through pedagogical approaches $h [electronic resource] : $b experiences from international case studies / $c edited by Rodrigo Lozano, Maria Barreiro-Gen.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a xiv, 283 p. : $b ill., digital ; $c 24 cm.
490 1 $a Strategies for sustainability, $x 2212-5450
505 0 $a Chapter 1-Introduction -- Chapter 2-Sustainability in curricula-assessment tools, competences, pedagogical approaches, and frameworks, and the methods used in the case studies -- Chapter 3-Central University of Technology (CUT), South Africa -- Chapter 4-European University of Lefke, North Cyprus -- Chapter 5-Nyiregyhaza University, Hungary -- Chapter 6-Open University, Portugal -- Chapter 7-Universidad Autonoma de Madrid, Spain -- Chapter 8-Universidade de a Coruna -- Chapter 9-Universidad de Ciencieas Aplicadas y Politicas Ambientales -- Chapter 10-Universidad de Las Americas Puebla, Mexico -- Chapter 11-University of Belgrade, Serbia -- Chapter 12-University of Gavle, Sweden -- Chapter 13-University of Helsinki, Finland -- Chapter 14-University of Parma, Italy -- Chapter 15-University of Zaragoza, Spain -- Chapter 16-Warsaw University of Technology, Poland -- Chapter 17-Conclusions-synthesing curricula contribution to sustainability, sustainability competences, and pedagogical approaches.
520 $a This book is aimed at developing sustainability competences through pedagogical approaches by comparing 15 case studies from 12 countries in 4 continents (Africa, America, Australia, and Europe) analysing how Sustainable Development (SD) is being taught in their courses, which competences are being developed, and which pedagogical approaches are being used to develop the competences. The book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used, utilizing a framework aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Compared to previous works addressing SD in education, which often mostly cover tools for improving the sustainability of campus operations, this approach uses assessment tools to uniquely focus on how courses and programmes (i.e. curricula) incorporate SD. Through the case studies, readers will learn about how the 3 major groups of pedagogical approaches have been used: (1) Universal, meaning broadly applicable pedagogies that have been used in many disciplines and contexts; (2) Community and social justice, which are pedagogies developed specifically for use in addressing social justice and community-building; and (3) Environmental education, which are pedagogies emerging from environmental sciences and environmental education practices.
650 0 $a Sustainable development $x Study and teaching. $3 220027
650 1 4 $a Environmental and Sustainability Education. $3 787389
650 2 4 $a Sustainable Development. $3 277403
650 2 4 $a Science and Technology Studies. $3 773479
650 2 4 $a Higher Education. $3 276621
700 1 $a Lozano, Rodrigo. $3 860753
700 1 $a Barreiro-Gen, Maria. $3 893498
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Strategies for sustainability. $3 557655
856 4 0 $u https://doi.org/10.1007/978-3-030-64965-4
950 $a Earth and Environmental Science (SpringerNature-11646)