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Education Sciences
Special Issues
Educating for Sustainability Transitions
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Educating for Sustainability Transitions

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 June 2015) | Viewed by 16586

Special Issue Editor

Dr. Erin Frisk Redman

E-Mail Website
Guest Editor
Walton Sustainability Solutions Initiatives, Arizona State University, PO Box 878009, Tempe, AZ 85287-8009, USA
Interests: innovative approaches to educating for sustainability science—this could include pedagogical approaches; behavioral theories; environmental psychology; sustainability competencies; unique interdisciplinary partnerships; climate science communication techniques; real-world learning processes

Special Issue Information

Dear Colleagues,

Effective education methods are not simply about what is taught but also about how the material is taught. In this issue we are going to explore the best methods for equipping future generations with the knowledge and skills to tackle complex challenges of the 21st century. Scientists in environmental psychology, among other fields, have contributed greatly to our understanding of how students learn, process, and retain what is taught, yet educators still often cling to didactic approaches and scientists continue to present complex issues through regurgitation of data. This issue seeks to focus on scientifically sound and innovate approaches to education, such as real-world, solutions-based learning, while also highlighting ways that we can take complex science topics, such as climate change, and present it in a way that is palatable to students.

In this special issue on education sciences, we are seeking articles that contribute to the advancement of innovate pedagogical approaches, real-world education processes, educating for sustainability, climate science communication techniques, and interdisciplinary projects that bridge disparate fields of science.

Erin Frisk Redman
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


Keywords

  • Sustainability science
  • climate change
  • real-world learning
  • solutions-based learning
  • experiential learnin
  • project-based learning
  • behavioral sciences
  • environmental psychology
  • educating for sustainability

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (2 papers)

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Research

419 KiB  
Article
Cultivating a Value for Non-Human Interests through the Convergence of Animal Welfare, Animal Rights, and Deep Ecology in Environmental Education
by Helen Kopnina and Brett Cherniak
Educ. Sci. 2015, 5(4), 363-379; https://doi.org/10.3390/educsci5040363 - 25 Nov 2015
Cited by 30 | Viewed by 9305
Abstract
While the original objective of environmental education (EE) and education for sustainable development (ESD) acquired an awareness of the natural world and its current plight, animal welfare (AW), animal rights (AR), and deep ecology (DE) have often been absent within EE and ESD. [...] Read more.
While the original objective of environmental education (EE) and education for sustainable development (ESD) acquired an awareness of the natural world and its current plight, animal welfare (AW), animal rights (AR), and deep ecology (DE) have often been absent within EE and ESD. AW and AR focus their attention on individual animals, while the DE perspective recognizes the intrinsic value of the environment. In this article, we shall discuss how the integration of these three approaches within EE/ESD can and should be improved, with particular reference to the ethical underpinnings of educational scholarship and practice. This article will argue that these three positions are well placed to enhance the democratic practices of EE/ESD through the adoption of an inclusive pluralism that embraces representation of non-human species and recognizes their interests. Full article
(This article belongs to the Special Issue Educating for Sustainability Transitions)
816 KiB  
Article
A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students
by Fiona Affeldt, Katharina Weitz, Antje Siol, Silvija Markic and Ingo Eilks
Educ. Sci. 2015, 5(3), 238-254; https://doi.org/10.3390/educsci5030238 - 21 Sep 2015
Cited by 24 | Viewed by 6845
Abstract
In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This [...] Read more.
In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental project on Schülerlabor learning environments for all students with a particular focus on sustainability education in the context of chemistry-related topics. The goal of reaching all students puts intentional pressure on the development process of learning environments. It forces the Schülerlabors to create a detailed model of differentiation, which can reach all learners of different interests and abilities. This also includes low-achievers and students who have disadvantaged educational biographies. In this sense, the structuring of non-formal learning environments simultaneously becomes a process of innovation with respect to both the curriculum and the teaching methods. In this paper, we present a corresponding model of differentiation and a specific example focusing on the learning about protecting and preserving metal objects in science education. Preliminary results and implications from the accompanying evaluation are also discussed. Full article
(This article belongs to the Special Issue Educating for Sustainability Transitions)
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