How secondary-school students deal with issues of sustainable development in class

Education for sustainable development (ESD) is intended to enable individuals to shape a fair and sustainable society. Implemented at schools, ESD addresses specific topics, e.g. globalization or pollutants in clothing. This study investigates what challenges are connected with such issues in class...

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Bibliographic Details
Published inEnvironmental education research Vol. 24; no. 11; pp. 1565 - 1580
Main Author Kater-Wettstädt, Lydia
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.11.2018
Taylor & Francis Ltd
Subjects
Behavior Change
classroom research
Competence
Documentary Method
Education for sustainable development
Empirical analysis
Environmental education
Foreign Countries
Globalization
Knowledge Level
Perspective Taking
Pollutants
Qualitative analysis
Secondary School Students
Skill Development
Student Attitudes
student strategies
Sustainable Development
Germany
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Summary:Education for sustainable development (ESD) is intended to enable individuals to shape a fair and sustainable society. Implemented at schools, ESD addresses specific topics, e.g. globalization or pollutants in clothing. This study investigates what challenges are connected with such issues in class and how students deal with issues of sustainable development at German secondary schools. Several teaching units in different subjects and schools were video- and audiotaped. The empirical material was analysed using the Documentary Method (a qualitative reconstructive approach) to describe students' competences that emerged within different pedagogical arrangements. We identified three key competences that provide important skills for handling issues in ESD that deal (1) with the state of not knowing, (2) with perspectivity, and (3) with calls to action.
ISSN:1350-4622
1469-5871
DOI:10.1080/13504622.2017.1373068