An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry
An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry
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环境和可持续发展教育的跨学科方法：利用诗歌培养地理学生对可持续发展的理解
DOI：
10.1080/13504622.2016.1221887
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发表时间：
2016
影响因子：
3.2
通讯作者：
N. Walshe
中科院分区：
文献类型：
--
作者：
N. Walshe
可持续发展教育（ESD）作为国际政策中的一个重要概念，尽管存在着相当多的争论，但在学校的可持续发展教育教学法方面仍然缺乏共识。本文介绍了一项研究的结果，调查如何跨学科的方法，可持续发展教育在英格兰发展一类16和17岁的地理学生的可持续发展的理解。该研究利用学生对可持续城市的绘画以及问卷调查和半结构化访谈，在建构主义的案例研究框架内探索他们对可持续发展的理解。研究发现，在地理课中使用诗歌可以提高学生对可持续性的社会和经济层面的认识，尽管他们的重点仍然围绕着环境。因此，有人认为，跨学科的可持续发展教育方法鼓励学生更批判性地和更有感情地参与可持续发展的概念，从而对可持续发展形成更全面的认识。
Abstract Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ drawings of sustainable cities alongside questionnaires and semi-structured interviews to explore their understanding of sustainable development within a constructivist, case study framework. The study found that the use of poetry within a geography lesson developed students’ appreciation of the social and economic dimensions of sustainability, although their focus persisted around the environmental. As such, it is argued that an interdisciplinary approach to ESD encourages students to engage more critically and affectively with the concept of sustainable development, thereby developing a more holistic appreciation of it.