Academic literature on the topic 'Environmental education curriculum and pedagogy'
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Journal articles on the topic "Environmental education curriculum and pedagogy"
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Tomren, Tom Sverre. "Climate Strikes and Curricula: Insights from Norway." Journal of Teacher Education for Sustainability 24, no. 1 (June 1, 2022): 105–15. http://dx.doi.org/10.2478/jtes-2022-0008.
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Abstract In this article, the author analyzes environmental pedagogy in the Norwegian curricula for environmental and sustainability education from 1997 to 2020. The author investigates how climate-striking youth evaluate the outgoing curricula through a survey in which 88 respondents participated. The survey reveals that young climate activists demand a more action-oriented education that emphasizes political change. The author discusses the findings against the background of radical eco-pedagogy and the works of Richard Kahn, Chet Bower, and David Orr and concludes that the youth striking against climate change is practicing the curriculum they are asking for and that schools should welcome the strikes.
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Kalorth, Nithin, and Rohini Sreekumar. "'SEEDS' of 'Good Lessons' through 'Many a Drop'-- Media Initiation in Environmental Education: An Indian Model of Environmental Pedagogy." Earth Common Journal 5, no. 1 (October 17, 2015): 1–14. http://dx.doi.org/10.31542/j.ecj.312.
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Environmental communication is now an emerging and a significant curriculum from schools to research centers. The effective and efficient environmental communication occurs when learners interact with their surrounding environment/ecology in which they live and reciprocate for sustainable protection and restoration of it. Developing countries in Asia and Africa are now setting up new role models and practices in curricula of environmental communication. The traditional theory based environmental communication curriculum of the last century is now actively investigated and restructured through community based learning, affirmative actions, and student centered participatory curriculum. Kerala, a southern State in India, serves as an exemplar of this new eco-venture. Through case studies like, Nalla Paadam (Good Lesson), Palathulli Project (Many a Drop Project) by the Malayalam language daily ‘Malayala Manoram’, and SEED project by another Malayalam daily ‘Mathrubhumi’, this paper analyses the innovative curriculum practices in the state of Kerala in India.
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Omoogun, Ajayi C., Etuki E. Egbonyi, and Usang N. Onnoghen. "From Environmental Awareness to Environmental Responsibility: Towards a Stewardship Curriculum." Journal of Educational Issues 2, no. 2 (August 9, 2016): 60. http://dx.doi.org/10.5296/jei.v2i2.9265.
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<p>The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth’s degradation is far from abating as it’s pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human’s view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.<strong> </strong></p>
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Inglebret, Ella, D. Michael Pavel, and Tamara Lehr. "Connecting With Culture Through Middle School Environmental Curriculum." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 15, no. 1 (March 2008): 12–18. http://dx.doi.org/10.1044/cds15.1.12.
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Abstract Purpose: This article presents an approach for incorporating indigenous culture into language and literacy intervention for middle school students. The approach is centered on the use of environmental education curriculum. Method: Seven over-arching standards for effective pedagogy in facilitating the learning of indigenous students are discussed. These standards are based on 25 years of ongoing research at the Center for Research on Education, Diversity & Excellence (CREDE). Application of the standards is illustrated through use of the Shadow of the Salmon curriculum being developed by the Northwest Indian Fisheries Commission and Salmon Defense. This curriculum is grounded in the cultural beliefs, values, and traditions of indigenous peoples of the Pacific Northwest. Conclusion: Speech-language pathologists can draw from resources available through other disciplines, such as environmental science, to generate culturally responsive pedagogy and materials that promote language and literacy skills for students of indigenous background.
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Marshall, Tony, and June-Ho Jang. "Educational Facility Users: A Study on Improving Environmental Curricula and General Pedagogy from Students and Instructors in Anyang." Journal of Studies in Education 9, no. 1 (January 17, 2019): 33. http://dx.doi.org/10.5296/jse.v9i1.14172.
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The purpose of this study was to investigate ways to improve environmental curricula and local pedagogy by analyzing the satisfaction factors of student and instructors of various educational facilities in Anyang, South Korea. A survey questionnaire was conducted for 30 days from August 27, 2018 to September 26, 2018, for a sample group consisting of 1,000participants in Anyang. The survey questionnaire investigated various curricula and the educational, recreational, social, and environmental effects of pedagogy while studying the spatial, service, environmental, and policy factors of its corresponding facilities for both students and instructors.The cognitions of ‘Awareness to curriculum and pedagogy’ were analyzed. The cognitions of the purpose of taking classes were dispersed somewhat steadily among possible selections with ‘...for personal growth in developing skills.’ set at the highest frequency, and ‘...to be able to give and follow orders.’ set at the lowest frequency. In addition, class satisfaction was moderately set at above average frequency, while the above average frequency of student-teacher relationships was set moderately lower than class satisfaction’s above average frequency. In regards to curriculum and pedagogy satisfaction, the frequencies of both were set somewhat steadily. ‘Athletics and wellness’ was the most liked, while ‘Mathematics’ was the least liked. In addition, ‘Visual spatial’ and ‘Auditory-musical’ was the most liked, while ‘Solitary’ study was the least liked. Then, in ‘Checking academic progress’, ‘Tests/exams’ was set at the highest frequency, while ‘Frequent homework’ was set at the lowest frequency. In regards to fondness of nature and pets, ‘Outdoor activities’ were set at a significantly high frequency of approval, while ‘Have or want pets’ was set at a significantly low frequency of approval. Thus, the potential capability of environmental curricula improvements and general pedagogical improvements is very strong. In cognition towards the awareness on effects of environmental pedagogy, ‘Participate in camping and outdoor sporting (fishing, hiking, etc.)’ and ‘Participate in special interest meetings (hobbies and camps)’ were shown to be in high points of agreement. Furthermore, in preference of the types and activities of the 7 styles of pedagogy, ‘Use images, pictures, color and other visual media’, ‘Use sound, rhyme, and music’, ‘Role-playing is a technique that works well with others’, and ‘Highlighting your thoughts and feelings when you visualize’ were shown to be highly preferred types. Within the awareness on effects of environmental pedagogy, the three (3) factors were categorized as; ‘Environmental improving effects’, ‘Cultivation of gardens’, and ‘Participation in experiencing/education programs’ respectfully. In addition, three(3) factors were prevalent in types and activities of the 7 styles of pedagogy, thus categorized as ‘Analytical Learner’, ‘Emotional Learner’, and ‘Investigative Learner’.In addition to conducting a correlation analysis to determine the correlation between the preference of class satisfaction and satisfaction with nature responses for possible continuity, further research analytics rearranged the acquired data into two (2) additional forms of data output consisting of clusters and parallel plot groups. There were four (4) distinct clusters created from a dendrogram that grouped each participant’s profile according to fifty-six (56) of their cumulative survey questionnaire responses. Within the dendrogram of participant profiles, the four clusters were categorized as; ‘Low environmental engagement’, ‘Moderate environmental engagement’, ‘High environmental engagement’, and ‘Arbitrary environmental engagement’ with respect to environmental curriculum and pedagogy. Furthermore, the dendrogram data was converted to a series parallel plot points groups. Moreover, five (5) additional parallel plot groups were created and categorized by academic level, occupation, residence, age, and gender respectively.Conclusively, although the current situation of the city of Anyang is in the stages of major urban redevelopment, the potential overall effects of environmental education in Anyang are great. In the future, a diverse plethora of programs, such as diverse education/experiencing programs and information supporting programs can be applied to future curriculum and pedagogical development. In addition, the results of this study can be used as basic material for studying environmental awareness and directions of improvement for environmental education and pedagogy in the future.
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Cutter-Mackenzie, Amy, and Suzy Edwards. "Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education." Australian Journal of Environmental Education 22, no. 2 (2006): 13–19. http://dx.doi.org/10.1017/s0814062600001348.
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AbstractIn recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.
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Wang, Yueying. "A Critical Analysis of the Implementation Process of Education Policy Borrowing: New Curriculum Reform in China." Asian Education Studies 7, no. 3 (August 31, 2022): 24. http://dx.doi.org/10.20849/aes.v7i3.1278.
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xamines the situation of education policy reference. New curriculum reform, namely “a new round of basic education curriculum reform”. Alternative approaches, such as school-based curricula, student-centred teaching methods, and formative assessment, have been used to draw on the NCR. In this essay, the borrowing process of China’s new curriculum reform will be analysed and discussed based on the four-stage analysis of Phillips and Ochs. At the same time, it focuses on the analysis of the core content—the specific implementation process of NCR, especially the content of “student-centred” pedagogy.
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Souza, Daniele Cristina de. "EDUCAÇÃO AMBIENTAL CRÍTICA E A PEDAGOGIA HISTÓRICO-CRÍTICA: REFLEXÕES A PARTIR DO GRUPO DE PESQUISA EM EDUCAÇÃO AMBIENTAL – GPEA/UNESP." Simbio-Logias Revista Eletrônica de Educação Filosofia e Nutrição 12, no. 17 (2020): 52–66. http://dx.doi.org/10.32905/19833253.2020.12.17p52.
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In view of the concern with the insertion of critical environmental education in school, we seek theoretical-methodological contributions in critical historical pedagogy. In this sense, this article will address theoretical reflections that are born within the “Grupo de Pesquisa em Educação Ambiental” - Unesp-Bauru and that were issued during the 1st Symposium on Dialectical Historical Materialism and Research on Science Education and Environmental Education. Thus, we approach the question of the content of critical environmental education from the curriculum design of critical historical pedagogy. Despite the question of the content and form of Environmental Education being present since its origins, we understand that the indepth debate on what should be its content in the school context is still absent. In this sense, assuming the school insertion of critical Environmental Education as the core of the curriculum is a way to overcome its limitations in theory and practice for the human formation necessary for social transformation.
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Bertling, Joy G., and Tara C. Moore. "Educational approaches within US art teacher education: The status of ecological and environmental education." International Journal of Education Through Art 18, no. 3 (September 1, 2022): 359–76. http://dx.doi.org/10.1386/eta_00106_1.
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Over the preceding half century, ecological and environmental art pedagogies have been put forth within the field of art education. In this study, we sought to understand their contemporary emphasis in US art teacher education and how that emphasis compares with other educational approaches. Through surveying art teacher educators and pre-service art teachers, we found the emphasis of ecological/environmental art education was the lowest of the educational approaches surveyed. In contrast, multicultural education, visual culture and social justice were some of the highest-ranked approaches. The gap in emphasis, between these approaches and ecological/environmental education, represents an opportunity to draw attention to their shared characteristics. We recommend art teacher education adopt an ecofeminist orientation to facilitate its transition towards intersectionality in pedagogy, so it can effectively prepare pre-service teachers to engage with social, cultural and ecological content and issues through art curriculum and pedagogy.
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Yu, Tao, and Manyi Gu. "Analysis on the Policy Environment Influencing Factors of Chinese Environmental Education Development and the Reform Trend in Combination with Environmental Education History." Journal of Environmental and Public Health 2022 (June 21, 2022): 1–11. http://dx.doi.org/10.1155/2022/3454709.
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At the turn of the century, facing the challenge of information and technology, environmental education, and talent competition, the world's major environmentally, educationally developed countries have entered the wave of environmental education reform. This was promulgated in 1999, and our country also successively promulgated through “the central committee of the communist party of China under the State Council on deepening environmenta education reform and comprehensively promote quality environmental education decision” in 2001 the “basic teaching environmental education course reform outline (try out),” launched to “deepen the environmental education reform and comprehensively promote quality environmental education” for the purpose of the foundation environmental education course and teaching reform. The curriculum reform is characterized by government leadership, expert guidance, and teacher participation. Its specific approach is top-down, overall promotion, concept guidance, experimental exploration, and gradual expansion, which has achieved a lot of theoretical and practical achievements. However, the practice of more than ten years has proved that the goal of the curriculum reform of basic environmental education has not been safely realized, the classroom has not undergone fundamental changes, and the advanced curriculum concept and curriculum system have not been transformed into advanced classroom teaching practice. This paper mainly discusses the influencing factors of the policy environment of environmental education development in China and analyzes the trend of reform in combination with the history of environmental education. On the one hand, the research of this paper can enrich the research theory of pedagogy; on the other hand, it can provide reference for the practical environmental education reform and have rich significance in theory and practice.
Dissertations / Theses on the topic "Environmental education curriculum and pedagogy"
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Namafe, Charles Mwendabai. "An exercise in environmental education : investigating, disseminating and evaluating two contrasting floodwater metaphors." Thesis, Institute of Education (University of London), 1992. http://eprints.ioe.ac.uk/18847/.
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In academic and real life, issues of water have been predominantly ruled by a single approach. Such an approach, I argue, is the enemy metaphorical vision and I contend that this metaphorical vision comes particularly from the Dutch culture. It is further argued that the Dutch enemy vision, while not only problematic and giving rise to questions, is also nearly global in extent now. Running alongside the Dutch dominated Western metaphor I argue for the existence of another approach to water and floods. This is the Lozi flood approach in Western Zambia. The Lozi metaphorically view floodwaters as a patelo (ie. an open space in the centre of a village, public place). In effect, we have two contrasting views, namely, the 'enemy' and 'patelo' flood metaphors belonging to the Dutch and Lozi cultures respectively. Indeed, in the course of writing and researching this thesis I came to realise that the Dutch vision of water as enemy may be seen as metaphorical in itself for Western attitudes and policies towards water and floods. Throughout the thesis the Dutch enemy vision stands in as metaphor. This needs to be understood. Particular contexts are reviewed in order to understand the enemy/patelo issue and include (a) the Western flood-hazard school of thought (b) the Western Zambian experiences (c) environmentalism and (d) the 'serviceknowledge' concept for the role of universities in the dissemination of knowledge and understanding. Since the view of floods originating with the Dutch is, arguablyl considered to be a problem and now global in extent, the idea in this inquiry is to propose as a partial solution materials which would be seen, debated and assessed internationally. Theoretically, the proposed solution consists of an exercise in environmental education and a 'serviceknowledge' concept of education as defined in the text. In practice, the theoretical and abstract concept of serviceknowledge takes the tangible form of a pamphlet (for the local Zambian public) and the 'video script in embryo' (for the international public outside Zambia). Moreover, in practically carrying out the study, I adopt a mixture of three research paradigms, namely, the positivist, interpretive and action research paradigms. The pamphlet and video script are, in effect, both research instruments and dissemination techniques. The results of the inquiry are reported in discussion. My position moves from two contrasting ideas of natural floods to three different and contextually based interpretations of the biblical flood story. The study concludes with a hope that our knowledge of and attitudes towards floods and flooding, as well as modes of university public service in education, will have increased slightly in the course and aftermath of this inquiry.
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Nagel, Michael. "Queensland and Saskatchewan middle years students' experiences of environmental education : an analysis of conceptions." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16008/1/Michael_Nagel_Thesis.pdf.
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This study explores the qualitatively different ways in which the phenomenon of environmental education is understood or experienced by a purposeful sample of year seven students in Queensland and Saskatchewan. In 'directing the activities of the young', environmental education has, since its genesis, existed in an epistemological quagmire surrounding the development of 'responsible' environmental behaviours. Yet, after some thirty years of research and pedagogical initiative, this is one of only a few studies that have looked at the reality of environmental education through the eyes of young people.
Contested and debated, environmental education has received much attention in many countries from educators interested in merging the complexities of the terms environment and education. In the context of this study it is significant to note that environmental education's history bears witness to scholarly discourse and educational initiatives in Australia and Canada. However, while environmental education has continued to expand its presence in pedagogical and didactic endeavour, its history also demonstrates contested ideological foundations regarding its implementation in schools. Queensland and Saskatchewan offer pertinent examples of this contestation.
From a global perspective, the goals and objectives of environmental education have been driven, developed and established around international agendas developed at a number of conferences designed and delivered through UNESCO. These global initiatives were then left to local interpretation that often resulted in very different didactic and pedagogic frameworks. Such is the case with Queensland and Saskatchewan where environmental education is situated within a social science framework in Queensland and a science framework in Saskatchewan. However, the pedagogical structure of environmental education was not the focus of this study per se. Instead, this phenomenographic research project looks at how the phenomenon of environmental education is experienced by a group of Year 7 children in each region. These children's experiences of environmental education can be encapsulated in a limited number of qualitatively different conceptualisations.
The study finds that, regardless of their country of origin, the children conceptualise environmental education in five ways; Environmental Education as:
'Human Being'.
'Human Escaping'.
'Human Doing'.
'Human Complying'.
'Human Distancing'.
Specific components of these conceptions are detailed through 'categories of description' which lend themselves to a structural framework referred to as an 'outcome space'. Through this 'outcome space' it becomes apparent that for the year seven students who participated in this research project, environmental education is, at is best irrelevant, and at its worst depressing. For the goals of environmental education and those who aspire and work towards meeting those goals, this 'cumulative movement of action (environmental education) toward a later result' as noted by Dewey and quoted above, appears to be growing in the wrong direction.
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Nagel, Michael. "Queensland and Saskatchewan middle years students' experiences of environmental education : an analysis of conceptions." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16008/.
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This study explores the qualitatively different ways in which the phenomenon of environmental education is understood or experienced by a purposeful sample of year seven students in Queensland and Saskatchewan. In 'directing the activities of the young', environmental education has, since its genesis, existed in an epistemological quagmire surrounding the development of 'responsible' environmental behaviours. Yet, after some thirty years of research and pedagogical initiative, this is one of only a few studies that have looked at the reality of environmental education through the eyes of young people.
Contested and debated, environmental education has received much attention in many countries from educators interested in merging the complexities of the terms environment and education. In the context of this study it is significant to note that environmental education's history bears witness to scholarly discourse and educational initiatives in Australia and Canada. However, while environmental education has continued to expand its presence in pedagogical and didactic endeavour, its history also demonstrates contested ideological foundations regarding its implementation in schools. Queensland and Saskatchewan offer pertinent examples of this contestation.
From a global perspective, the goals and objectives of environmental education have been driven, developed and established around international agendas developed at a number of conferences designed and delivered through UNESCO. These global initiatives were then left to local interpretation that often resulted in very different didactic and pedagogic frameworks. Such is the case with Queensland and Saskatchewan where environmental education is situated within a social science framework in Queensland and a science framework in Saskatchewan. However, the pedagogical structure of environmental education was not the focus of this study per se. Instead, this phenomenographic research project looks at how the phenomenon of environmental education is experienced by a group of Year 7 children in each region. These children's experiences of environmental education can be encapsulated in a limited number of qualitatively different conceptualisations.
The study finds that, regardless of their country of origin, the children conceptualise environmental education in five ways; Environmental Education as:
'Human Being'.
'Human Escaping'.
'Human Doing'.
'Human Complying'.
'Human Distancing'.
Specific components of these conceptions are detailed through 'categories of description' which lend themselves to a structural framework referred to as an 'outcome space'. Through this 'outcome space' it becomes apparent that for the year seven students who participated in this research project, environmental education is, at is best irrelevant, and at its worst depressing. For the goals of environmental education and those who aspire and work towards meeting those goals, this 'cumulative movement of action (environmental education) toward a later result' as noted by Dewey and quoted above, appears to be growing in the wrong direction.
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Swart, Ronel. "Towards a prospectus for Freirean pedagogies in South African environmental education classrooms theoretical observations and curricular reflections /." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11262009-003922.
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Davis, Julie M. "Innovation through action research in environmental education : from project to praxis." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/67230/2/67230.pdf.
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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.
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Ontong, Krystle. "'n Ondersoek na 'n sin van plek en 'n pedagogie van plek in 'n Wes-Kaapse skool." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85593.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the sense of place of learners and the extent to which teachers practice a pedagogy of place. In the study, the researcher investigated the sense of place of twelve Grade 6 and 8 learners at a school, situated in an eco-village in the Stellenbosch vicinity. The assumption is being made that the eco-village is a more conducive context for cultivating a sense of place amongst learners. The group consisted of six learners that did not live in the eco-village and six learners that did live there. Furthermore, an attempt was made to determine what the two Social Sciences teachers' understanding of the concept "place" was, the extent to which they practiced a pedagogy of place and the influence that the eco-village had on their teaching approach. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of a "sense of place" critically. This was done firstly, by emphasising the nexus between place and space, secondly, to present more clarity on the concept "place" by discussing the multiple meanings underpinning the concept, and lastly, to investigate a sense of place as a multi-dimensional concept. Against the background of a sense of place and pedagogy of place, I critically analysed the South African curriculum statements of the Social Sciences learning area for Grades R to nine, in order to determine how these policy statements address the concept place. Teachers are confronted with these statements on a regular basis and the assumption is that the emphasis being placed on this concept in the statements might have an impact on their pedagogy. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their understanding of the concept "place" but also to determine the extent to which they practice a pedagogy of place. Before interviews were conducted with teachers, it firstly determined what learners' sense of place is regarding where they live and attend school. The aim was to establish the differences, similarities, overlappings (if any) between these two groups. This study serves as a confirmation of the complexity regarding educational discourses and practices that explicitly examine the place-specific nexus between the environment, culture and education. It challenges teachers and educators in environmental education to expand the scope of their theory, investigation and practice in order to include the social and ecological contexts of our own inhabitation and those of others. In other words the challenge for teachers and educators lies in reflecting on the relationship between the type of education that they strive for and the type of place that we inhabit and leave behind for future generations.
AFRIKAANSE OPSOMMING: Hierdie studie het dit ten doel gehad om 'n genuanseerde perspektief te bied op leerders se sin van plek asook die mate waartoe onderwysers 'n pedagogie van plek toepas. Tydens die studie is die sin van plek onder twaalf graad 6- en 8-leerders aan 'n skool, geleë in 'n eko-dorpie in die Stellenbosch-omgewing ondersoek. Die aanname is gemaak dat die eko-dorpie meer bevorderlik is vir die kweek van 'n sin van plek by leerders. Die groep het bestaan uit ses leerders wat nie in die eko-dorpie woon nie en ses leerders wat wel daar woon. Verder is daar gepoog om te bepaal wat die twee Sosiale Wetenskappe-onderwysers se opvatting van die konsep "plek" is, tot watter mate hulle 'n pedagogie van plek toepas en die invloed wat die eko-dorpie op hulle onderrigbenadering het. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) 'n teoreties-filosofiese komponent en (b) 'n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van 'n sin van plek te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die verband tussen plek en ruimte te bespreek, tweedens meer duidelikheid omtrent die konsep "plek" te verkry deur die veelvuldige betekenisse aan die lig te bring en laastens om "sin van plek" as 'n multidimensionele begrip te ondersoek. Wat betref sin van plek en 'n pedagogie van plek, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerarea Sosiale Wetenskappe vir grade R tot nege krities te analiseer om te bepaal tot watter mate die beleidsdokumente die konsep "plek" behandel. Onderwysers word op 'n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat die klem wat op die konsep "plek" gelê word, 'n invloed op hulle pedagogie as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hulle opvatting van die konsep "plek" te bepaal nie, maar ook om vas te stel tot watter mate hulle 'n pedagogie van plek beoefen. Alvorens daar met onderwysers onderhoude gevoer is, is daar eerstens bepaal wat leerders se sin van plek is met betrekking tot waar hulle woon en skoolgaan. Daar is beoog om die verskille, ooreenkomste en oorvleuelings (indien enige) tussen die twee groepe leerders se sin van plek vas te stel. Die studie dien as 'n bevestiging van die kompleksiteit aangaande opvoedkundige diskoerse en praktyke wat eksplisiet die plek-spesifieke neksus tussen die omgewing, kultuur en onderwys bestudeer. Dit stel onderwysers en opvoedkundiges in omgewingsopvoeding voor die uitdaging om die omvang van hulle teorie, ondersoek en praktyk uit te brei om sodoende die sosiale en ekologiese agtergrond van ons eie en ander se bewoning in te sluit. Met ander woorde, die uitdaging vir onderwysers en opvoedkundiges lê dus daarin om te reflekteer oor die verhouding tussen die tipe opvoeding wat hulle nastreef en die tipe plekke wat ons bewoon en nalaat vir toekomstige generasies.
Andrew Mellon Foundation
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Aversi, Tânia Lídia Ribeiro. "Ambientalização curricular em cursos de Pedagogia de instituições privadas do município de São Paulo: desafios e proposições." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10259.
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Previous issue date: 2015-12-14The research s aim was to identify and analyze in documents, speeches and practices of pedagogy docents the challenges they face when trying to introduce environmental themes to classes for pedagogy bachelor s students as well as the propositions they created to solve such challenges. Researchers that reveal environmental curriculum processes, authors of the field of environmental education and authors of teacher s education were used as reference theory. The locus of the research were four private institutions located in São Paulo county and the reason for that is that the private sector is responsible to graduate an expressive amount of teachers who work within the region in areas such as kindergarten and the first levels of elementary school. The instruments used for collecting data were: a) analysis of official documents (pedagogic projects, curriculum and teaching plans) and technical documents (lesson plans and reports), b) interviews partially structured with pedagogy courses coordinators and teachers of disciplines that approach the environmental thematic, c) observation of teacher s pedagogic practices through watching their classes. The data analysis was based on the following categories: relevance of the environmental thematic in the education of pedagogues; political pedagogical tendencies present in methodological approaches; challenges and propositions of coordinators and professors to widen the environmental curriculum. The data analysis revealed the coexistence of conservacionista (conservative) and pragmática (pragmatic) tendencies in docents practices as well as limits related to the curricular interdisciplinarity and to the education of pedagogues oriented to work with the environmental thematic. As result the analysis has shown a list of propositions for the process of introduction of the thematic in the curriculum. It is expected that this investigation can be useful as resource for following researches and eventually for the elaboration of projects of intervention in environmental education for pedagogy students or docents
Essa pesquisa teve como objetivo identificar e analisar nos projetos pedagógicos, no discurso e na prática de coordenadores e docentes de cursos de Pedagogia, desafios e proposições no sentido da inserção da temática ambiental na formação inicial de professores. O referencial teórico utilizado constituiu-se de pesquisas que revelam processos de ambientalização curricular, bem como da contribuição de autores do campo da educação ambiental e da formação de professores. O lócus da pesquisa foram quatro instituições privadas do município de São Paulo e este recorte se deu por ser o setor privado responsável por formar e colocar no mercado de trabalho grande parte do contingente de profissionais que atuam na Educação Infantil e nas séries iniciais do Ensino Fundamental, na capital do Estado. Os instrumentos utilizados para a coleta de dados foram: a) análise de documentos oficiais (projetos pedagógicos, matrizes curriculares e planos de ensino) e técnicos (planos de aula e relatórios), b) entrevistas semiestruturadas com coordenadores de cursos de Pedagogia e professores das disciplinas que abordam a temática ambiental, c) observação da prática pedagógica dos professores por meio do acompanhamento de aulas. A análise dos dados se deu à luz das categorias: Relevância da temática ambiental na formação de pedagogas/os; Tendências político-pedagógicas presentes nas abordagens metodológicas; Desafios e Proposições de coordenadores e professores para ampliar a ambientalização curricular. A análise dos dados revelou a coexistência das tendências conservacionista e pragmática nas práticas pedagógicas, limites em relação à interdisciplinaridade curricular e à formação dos professores do curso para trabalhar com a temática ambiental e apresentou, como resultado, uma lista de proposições para o processo de inserção da temática no currículo. Espera-se que este olhar investigativo possa servir de subsídio para futuras pesquisas e, eventualmente, para a elaboração de projetos de intervenção em educação ambiental na formação inicial ou continuada de pedagogas/os
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Chase, Steve. "Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
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Thesis (Ph. D.)--Antioch University New England, 2006.Title from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).
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Andersson, Pernilla. "The Responsible Business Person : Studies of business education for sustainability." Doctoral thesis, Södertörns högskola, Miljövetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29400.
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Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.I kölvattnet av den finanskris som kulminerade 2008 och växande uppmärksamhet för olika miljö- och hållbarhetsutmaningar, som exempelvis klimatförändringar, har uppmaningar till integrering av ’hållbar utveckling’ i ekonomiutbildningar ökat internationellt. Miljö och hållbarhetsfrågor har sedan tidigare varit framskrivna i gymnasieskolans styrdokument men i samband med den senaste gymnasiereformen 2011 skrevs begreppet hållbar utveckling tydligare in i Företagsekonomiämnets ämnesplan. Denna avhandling undersöker integrering av hållbarhetsfrågor inom ramen för undervisning i företagsekonomi och närliggande ekonomiämnen på gymnasienivå. Utifrån ett poststrukturalistiskt perspektiv är det övergripande syftet att identifiera vilka företagarroller som artikuleras i läromedeloch undervisning, och även att diskutera i vilken utsträckning dessa roller förbereder de studerande, som framtida företagare, att hantera hållbarhetsfrågor. Avhandlingen består av fyra delstudier som baseras på analyser av läroböcker, lärarintervjuer och klassrumsobservationer. Tre kategorier av företagarroller, som rymmer olika förväntningar på en ansvarstagande företagare har identifierats. Dessa olika roller innebär att en företagare förväntas antingen: anpassa sig till etiska värden som uttrycks i lagar och regler, addera etiska värden som efterfrågas av andra, eller skapa etiska värden. Rollerna skiljer sig åt huruvida en företagare: skall hålla egna känslor för hållbarhetsfrågor åt sidan (anpassande rollen), har utrymme för egna känslor (adderande rollen) eller måste involvera egna känslor (skapande rollen), vid fattande av affärsbeslut. Dessa roller jämförs med de företagarroller som impliceras i Dryzeks miljödiskurser och Pellizzonis ansvarsregimer. Utifrån Dryzeks och Pellizzonis argument om vilka kvaliteter som är viktiga för att hantera hållbarhetsfrågor dras slutsatsen att de studerande kan bli: icke rustade (den anpassande rollen), illa rustade (den adderande rollen) eller bättre rustade (den skapande rollen), att hantera osäkra och komplexa hållbarhetsfrågor, beroende på hur hållbarhetsfrågor integreras i företagsekonomiundervisningen. De fyra artiklarna innehåller detaljerade exempel på hur och i vilka situationer specifika företagarroller artikuleras eller privilegieras. Exemplen visar också i vilka situationer utbildningen tilltalar de studerande och potentiellt blivande företagarna som moraliska subjekt och ger utrymme för de studerandes subjektivitet (som inbegriper förnuft och egna känslor).Dessa exempel kan användas av (bl a) lärare som utgångspunkt för kritisk reflektion i syfte att förstärka de studerandes förmågor att som framtida företagare hantera osäkra och komplexa hållbarhetsfrågor, samt för att utveckla utbildningens kvalitet avseende dess subjektifierande funktion.
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Silva, Leonardo Dias da. "A educação ambiental em uma escola de educação infantil em São Paulo: currículo e práticas." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01112017-141239/.
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A presente dissertação tem como objeto de estudo a educação ambiental no currículo e nas práticas cotidianas de uma Escola Municipal de Educação Infantil (EMEI) de São Paulo. Com base nos aspectos da educação ambiental, eixo estruturante do projeto da instituição, e nos conceitos de educação infantil, a investigação se comprometeu com a seguinte questão: como a educação ambiental está inserida como eixo da proposta curricular no contexto de uma instituição de educação infantil? Trata-se de uma pesquisa pedagógica qualitativa que adotou a perspectiva de um estudo de caso único, tal como proposta por Bogdan e Biklen (1994). Como fonte de dados, foram considerados: documentos elaborados pela instituição como registros de reuniões e o Projeto Político Pedagógico (PPP) em que constam as concepções de educação e infância da instituição, além de projetos desenvolvidos; diário de campo do pesquisador sobre as sessões de observação não participativa; fotos dos espaços; e entrevistas realizadas com a equipe gestora e uma educadora da unidade estudada. A análise e discussão dos dados produzidos foram realizadas à luz dos conceitos de educação ambiental discutidos nas obras de Guimarães (2004, 2005, 2012), Loureiro (2004), e documentos oficiais nacionais. Também foram realizados aportes teóricos presentes nas obras de educação infantil de Pinazza (2014), Barbosa e Horn (2008) e Oliveira-Formosinho (2007), além de publicações e diretrizes oficiais nacionais. O presente estudo trouxe algumas importantes evidências a respeito do processo de implantação e consolidação do PPP na instituição, especialmente no tocante às circunstâncias formativas, estruturais e organizativas da unidade, que evidenciaram uma perspectiva crítica e reflexiva de educação ambiental. Os tempos e espaços foram repensados por meio de uma efetiva formação e comprometimento do coletivo educacional. A instituição contou com parcerias externas (ONGs, voluntários, pais e comunidade), as quais contribuíram com o processo de formação, modificação e criação de espaços educativos. O movimento de transformação da instituição caminhou no sentido de superação de práticas tradicionais, dando voz à pedagógica participativa. Os planejamentos dos projetos estavam vinculados ao desenvolvimento da autonomia das crianças, buscando a autoria e o protagonismo infantil. Os temas estavam associados à educação para o ambiente, às experiências e ao contexto socioeducativo. O estudo destaca a possibilidade de inserção da ducação ambiental no currículo da educação infantil, de forma que seja possível abranger todas as especificidades socioambientais, por meio de trabalhos estruturados em projetos que envolvam toda a comunidade escolar, possibilitando a participação, construção e transformação do contexto educativo. Por fim, defende-se a importância da promoção de uma educação ambiental crítica e reflexiva, sobretudo na educação infantil, em busca da formação de cidadãos comprometidos com o bem-estar e a qualidade de vida no Planeta.The purpose of this dissertation is to study the environmental education in the curriculum and daily practices at a Municipal School of Early Childhood Education (EMEI) in São Paulo. Based on the aspects of environmental education, the structuring axis of the institution\'s project, and in the concepts of early childhood education, this research is committed to the following question: how does the environmental education insert itself in the axis of the curriculum proposal in the context of a child education institution? This is a qualitative pedagogical research that adopted the perspective of a single case study, as proposed by Bogdan and Biklen (1994). As a source of data, the following documents were considered: documents created by the institution as meeting records and the Political Pedagogical Project (PPP), which include the conceptions of education and childhood of the institution, in addition to projects developed; researcher\'s field diary on non-participatory observation sessions; photos of spaces; and interviews with the management team and an educator of the unit studied. The analysis and discussion of the produced datas were carried out in the light of the concepts of environmental education. Based on concepts were discussed in the works of Guimarães (2004, 2005, 2012), Loureiro (2004), and national official documents. The texts also based on the theoretical contributions about the children\'s education in the works of Pinazza (2014), Barbosa and Horn (2008) and Oliveira-Formosinho (2007), in addition to official national publications and guidelines. This study presented some important evidences regarding the process of implantation and consolidation of the PPP in the institution, especially regarded to the formative, structural and organizational circumstances of the unit, which evidenced a critical and reflective perspective of environmental education. The times and spaces were thought through an effective formation and commitment of the educational collective. The institution had external partnerships (NGOs, volunteers, parents and community), which contributed to the process of training, modification and creation of educational spaces. The institution\'s transformation movement has moved towards overcoming traditional practices, giving voice to participatory pedagogy. The project plans were linked to the development of children\'s autonomy, seeking the children\'s protagonism and authorship. The themes were associated with education for the environment, experiences and socio-educational context. This study highlights the possibility of insertion of the environmental education in the curriculum of children\'s education, so that it is possible to cover all socio-environmental specificities, through work structured in projects that involve the whole school community, making possible the participation, construction and transformation of the context educational. Finally, this dissertation defends the importance of the promotion of a critical and reflexive environmental education, especially in the childhood education, in the search of the formation of citizens committed with the welfare and quality of life in the Planet.
Books on the topic "Environmental education curriculum and pedagogy"
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Mal, Leicester, Modgil Celia, and Modgil Sohan, eds. Classroom issues: Practice, pedagogy, and curriculum. London: Falmer Press, 1999.
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Teaching and learning: Pedagogy, curriculum and culture. 2nd ed. London: Routledge, 2012.
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Guiney, M. Martin. Literature, Pedagogy, and Curriculum in Secondary Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1.
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Wiggan, Greg A. Power, privilege, and education: Pedagogy, curriculum, and student outcomes. New York: Nova Science Publishers, 2011.
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Culture, curriculum, and identity in education. New York: Palgrave Macmillan, 2010.
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Melanie, Nind, ed. Curriculum and pedagogy in inclusive education: Values into practice. London: RoutledgeFalmer, 2004.
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Corrigan, Deborah, Richard Gunstone, and Alister Jones, eds. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6.
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Moore, Alex. Teaching and learning: Pedagogy, curriculum and culture. London [England]: RoutledgeFalmer, 2000.
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Teaching and learning: Pedagogy, curriculum, and culture. London: RoutledgeFalmer, 2000.
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Elliot, John, and Nigel Norris. Curriculum, pedagogy and educational research: The work of Lawrence Stenhouse. Milton Park, Abingdon, Oxon: Routledge, 2012.
Find full textBook chapters on the topic "Environmental education curriculum and pedagogy"
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Somerville, Margaret. "Environmental and Sustainability Education: A Fragile History of the Present." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 506–21. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n32.
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Elliott, Sue, Victoria Carr, Eva Ärlemalm-Hagsér, and Eunhye Park. "14. Examining curriculum policy and pedagogy across borders: re-imagining socially transformative learning in early childhood education." In Envisioning futures for environmental and sustainability education, 205–16. The Netherlands: Wageningen Academic Publishers, 2017. http://dx.doi.org/10.3920/978-90-8686-846-9_14.
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Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change, 45–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.
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AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.
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Gough, Annette, Briony Towers, and Blanche Verlie. "Fire as Unruly Kin: Curriculum Silences and Human Responses." In Palgrave Studies in Education and the Environment, 91–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_6.
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AbstractHumans have ambiguous relationships with fire. The ability to control fire has been part of shaping human development and human society as well as the characteristics of Australian ecosystems, but bushfire is also a threat to all forms of life. The chemical process of combustion is also complicit in the Anthropocene and climate change, which threatens life as we know it. The current Australian curriculum generally ignores fire, and this needs reconfiguring. In this chapter we disrupt the traditional curriculum and argue for becoming-with fire as a pyro-pedagogy for teaching and learning with this unruly kin.
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Gkiolmas, Aristotelis S. "Integrating Struggles for Environmental Justice into the Curriculum: A Critical Pedagogy Viewpoint (*three Case Studies from Greece: The Keratea’s Sanitary Landfill, the Chalcidice’s Gold Mines and the Struggle Regarding Asopos River)." In Towards Critical Environmental Education, 67–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50609-4_5.
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Ji, Xia. "“Trees Don’t Sing! … Eagle Feather Has no Power!”—Be Wary of the Potential Numbing Effects of School Science." In Palgrave Studies in Education and the Environment, 17–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_2.
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AbstractEducational philosopher Maxine Greene called for the “centrality of the arts” to education at all levels decades ago, yet the aesthetic core of education has been often negated to the margin or completely forgotten in public education. What is desperately needed in formal education is what Greene termed as “wide-awakeness” or “being attentive to the beauty and cruelty of life, to “aesthetic encounters” and “living in the world esthetically.” Reflecting on recent conversations with her three school-age children, the author draws upon multimodel narratives, including her lived curriculum in mainland China and the United States and her children’s experiences with formal education in Canada, to warn of the potential numbing effects of school science curricula and pedagogy in public education. Finally a few strategies for centering the aesthetics are proposed to hopefully immunize ourselves and students against the potential numbing effect of school science.
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Tan, Oon Seng, and Jallene Jia En Chua. "Science, Social Responsibility, and Education: The Experience of Singapore During the COVID-19 Pandemic." In Primary and Secondary Education During Covid-19, 263–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_10.
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AbstractIn this chapter we first outline how the pandemic unfolded United Kingdom before highlighting the key thinking and strategies Singapore adopted in policy responses towards the crisis. The two key principles of Singapore’s approach, science, and social responsibility, contributed greatly to its success in handling the public health crisis. This chapter will elaborate on these principles and examine how these policies were carried out in the educational realm. We look at how Singapore relied on its strengths of proactive rational planning and execution to facilitate the transition to home-based learning (HBL) and the subsequent re-opening of schools. Concomitant with policies to address health and well-being for all students were strategies to ensure continuity of learning, student engagement, and innovation in the new learning environment. The use of online learning portals such as the Student Learning Space enabled all students from primary to pre-university levels to have equal access to quality curriculum resources. Professional development and preparation of teachers pertaining to facilitating new modes of learning were as important as implementation measures. Given the unexpected impact of the pandemic and the need for scalability there were also many challenges to ensure equitable access and holistic well-being for vulnerable groups of students. Looking forward, we discuss the implications of the pandemic on Singapore’s education scene, such as how it elevated core issues related to curriculum, pedagogy, and design of learning environments. We talk about opportunities for some of these issues to be addressed in policy and research, and how doing so can better build an adaptable education system for the twenty-first century.
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Trần, Lý Thị, Trúc Thị Thanh Lê, and Nhài Thị Nguyễn. "Curriculum and Pedagogy." In Higher Education in Vietnam, 86–107. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_4.
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Blewett, Craig. "From Traditional Pedagogy to Digital Pedagogy." In Disrupting Higher Education Curriculum, 265–87. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-896-9_16.
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Grace, Gerald. "Curriculum and Pedagogy." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol223:190—Vol223:213. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-102.
Full textConference papers on the topic "Environmental education curriculum and pedagogy"
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Morreira, Shannon. "Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12861.
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The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
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Modesitt, Adam. "Figuring in Friction: A Pedagogical Framework for Foundational Studios." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.18.
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It is a truism, perhaps, that architectural education should not merely teach tools, vocationally. Architectural education should prioritize conceptual development, interpretive skills, and critical thinking alongside calisthenic exercises in precision, craft, and rigor. The field of architecture however, continues to adopt an expanding array new mediums, predominantly computational and digital, of increasing complexity. Moreover, facility with new digital tools increasingly serves as a perquisite for entry contemporary architectural practice, presenting urgent questions and challenges for foundational architectural education. Architectural education, especially foundational pedagogy, must impart the fundamentals and simultaneously prepare students for the onset professional practice in which they will face an expanding, fragmented landscape of new architectural tools and mediums.Critical questions for foundational pedagogy include the degree to which tool instruction and shoptalk is positioned within the studio environment. Is pedagogy strengthened by the integration of tool instruction within the studio, or should it be siloed outside in dedicated courses? Among new mediums, which best serve as vehicles for imparting design principles? Which modes of production, historically established or new and experimental, best prepare students for professional practice? Does a focused, targeted adoption of specific tools foster conceptual development, or should a wide-range of tools be sampled? Lastly, amid these questions, where can students find space to experiment, assume risk, and begin to establish their own positions?This paper proposes a pedagogical framework for situating these questions within a foundational architecture studio and presents results from a new core curriculum at the Tulane School of Architecture, in New Orleans. A seminal foundational studio pedagogy developed a decade ago at the school is revisited and reappraised in the context of the revised curriculum. Current and past curricula-la share common roots and goals, but diverge in technique, meth-od, and process. Lesson structures similar to the past curricula were adopted in the current pedagogy to facilitate systematic comparisons between approaches and make legible new outcomes. Development of core studio foundational pedagogy necessitates a clear stance on the role of tool instruction within the studio, a pressing challenge in the context of an increasingly fragmented landscape of tools, techniques, and mediums. The new pedagogy at the Tulane School of Architecture embraces this context, and positions the friction generated amidst the application of multiple tools and mediums as a primary site for architectural invention and critical development.
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Jewels, Tony, and Christine Bruce. "Using a Case Method Approach in an IT Project Management Curriculum: A Long Look over the Shoulder of a Practitioner at Work." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2655.
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Modern IT project managers require a range of multi-disciplinary skill-sets in order to increase the likelihood of project success. Delivery of a single course unit, which attempts to prepare students for the rigours demanded from this role, demands a delicate blend of topics from curricula administrators and a pedagogy that best suits its environmental constraints. The Faculty of Information Technology of one university is using an integrated case method approach in an attempt to link theoretical constructs of IT project management (ITPM) with a real-world, practical implementation example. An analysis of student post-unit feedback indicates a variation in understanding of what had been learnt, providing an opportunity to advance the teaching model.
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Jenewein, Oswald. "Architecture in the Anthropocene: Toward an Ecological Pedagogy of Parts and Relationships." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335060.
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The impact of human activity on the global climate has started to cause physical repercussions that form, transform, and inform the natural and built environment. These repercussions have been materializing in a variety of ways, from sea level rise to wildfires, from health-threatening pollution to contamination of air, soil, and water. Architectural education in the age of climate crisis must tackle ecological challenges and respond to the impacts of global environmental change. This paper uses three curricular components as a case study to demonstrate how architectural education may be able to address global challenges through the lens of ecology, showcasing (1) Design Studios, (2) Seminar Courses, and (3) International Initiatives. This methodological approach is strongly connected to a pedagogy based on flat hierarchies, personal engagement, and collective awareness of the individuals within a course environment. The content-based pedagogy around ecology becomes a guide for both architecture and architectural pedagogy. The aim is to provide students with an understanding of how the formal relationship between the (geometric) parts of space becomes an integral part of the emerging systems within the changing environment. This paper also highlights the importance of travel components in contemporary architectural curricula, promoting a global-campus concept that is based on international academic and professional partnerships. Concrete examples of interdisciplinary and inter-university collaborations are provided to connect teaching components to research projects. The paper concludes by relating teaching and research endeavors to the current transition of traditional architecture programs to STEM-affiliated disciplines.
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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.
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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.
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Khorshidifard, Sara. "Augmented and Humble: Spaces for Social Responsibility Learning in Architectural Education." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.8.
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The profession and beforehand the education of architecture remains accountable and must increase responsiveness towards real-time needs, including those of society. This paper examines this necessity, asserting a more rigorous and expansive application and address of social responsibility learning in the education. Architecture professionals have advantaged positions as creative generators of built environments, hence, are socially responsible to serve the public good, empowering peoples and envisioning democratic places for all. The education is the starting place in transferring the essential learning principles, knowledge, and skills. Despite the import, social learning is still one of the least considered, most overlooked student performance criteria in architectural education. This is despite several contemporary mandate assertions in place and progress by leading professional organizations such asAIA and educational credentialing bodies such as NAAB.The paper considers as premise that, despite all the good, social learning still remains a key area that design pedagogy tends to overlook rather easily or can fall short to address. Regarding The Now, where loftier curriculum revisions and augmented experiences may not be within the reach of a program, humble opportunities always remain within reach, opening rooms for significant civic goals. The paper is highlighting some of these more nuanced and subtle opportunistic approaches to embrace and better address the social in the education.
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Afrin, Tahera. "Inquiring About Cultural Components of Early Childhood Education." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206005.
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Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.
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Nolan, Collette, and Bill O'Flynn. "From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.38.
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What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their research. Contemporary artists such as Annette Krauss and her long-term project Hidden Curriculum (2008), art theorists such as Claire Bishop, Artificial Hells (2012), Richard Hickman (ed.), Research in Art & Design Education: Issues and Exemplars (2008), Graeme Sullivan, in his book Art Practice as Research (2005), all use and discuss arts-based approaches in educational research, and are important references to the contextual framework of this project. In a series of action research projects, conducted over the last five years with student volunteers in the Crawford College of Art and Design, we have explored phenomenological, collaborative approaches to teaching and learning, space and place, that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall project aims to create an artistic, collaborative, non- hierarchical framework that encourages students and teachers to actively question and investigate the teaching and learning situation and relationships.
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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.
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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Jiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.
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In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.
Reports on the topic "Environmental education curriculum and pedagogy"
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.
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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.
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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.
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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.