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Статті в журналах з теми "Environmental education curriculum and pedagogy"
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.
Повний текст джерелаKalorth, 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.
Повний текст джерелаOmoogun, 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.
Повний текст джерелаInglebret, 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.
Повний текст джерелаMarshall, 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.
Повний текст джерелаCutter-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.
Повний текст джерелаWang, 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.
Повний текст джерелаSouza, 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.
Повний текст джерелаBertling, 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.
Повний текст джерелаYu, 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.
Повний текст джерелаДисертації з теми "Environmental education curriculum and pedagogy"
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/.
Повний текст джерелаNagel, 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.
Повний текст джерелаNagel, 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/.
Повний текст джерелаSwart, 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.
Повний текст джерелаDavis, 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.
Повний текст джерелаOntong, 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.
Повний текст джерелаENGLISH 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
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.
Повний текст джерелаThe 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
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.
Повний текст джерелаTitle 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).
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.
Повний текст джерелаI 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.
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/.
Повний текст джерелаThe 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.
Книги з теми "Environmental education curriculum and pedagogy"
Mal, Leicester, Modgil Celia, and Modgil Sohan, eds. Classroom issues: Practice, pedagogy, and curriculum. London: Falmer Press, 1999.
Знайти повний текст джерелаTeaching and learning: Pedagogy, curriculum and culture. 2nd ed. London: Routledge, 2012.
Знайти повний текст джерелаGuiney, 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.
Повний текст джерелаWiggan, Greg A. Power, privilege, and education: Pedagogy, curriculum, and student outcomes. New York: Nova Science Publishers, 2011.
Знайти повний текст джерелаCulture, curriculum, and identity in education. New York: Palgrave Macmillan, 2010.
Знайти повний текст джерелаMelanie, Nind, ed. Curriculum and pedagogy in inclusive education: Values into practice. London: RoutledgeFalmer, 2004.
Знайти повний текст джерелаCorrigan, 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.
Повний текст джерелаMoore, Alex. Teaching and learning: Pedagogy, curriculum and culture. London [England]: RoutledgeFalmer, 2000.
Знайти повний текст джерелаTeaching and learning: Pedagogy, curriculum, and culture. London: RoutledgeFalmer, 2000.
Знайти повний текст джерелаElliot, John, and Nigel Norris. Curriculum, pedagogy and educational research: The work of Lawrence Stenhouse. Milton Park, Abingdon, Oxon: Routledge, 2012.
Знайти повний текст джерелаЧастини книг з теми "Environmental education curriculum and pedagogy"
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.
Повний текст джерелаElliott, 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.
Повний текст джерелаRhodes, 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.
Повний текст джерелаGough, 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.
Повний текст джерелаGkiolmas, 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.
Повний текст джерелаJi, 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.
Повний текст джерелаTan, 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.
Повний текст джерелаTrần, 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.
Повний текст джерелаBlewett, 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.
Повний текст джерелаGrace, 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.
Повний текст джерелаТези доповідей конференцій з теми "Environmental education curriculum and pedagogy"
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.
Повний текст джерелаModesitt, 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.
Повний текст джерелаJewels, 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.
Повний текст джерелаJenewein, 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.
Повний текст джерелаE. 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.
Повний текст джерелаKhorshidifard, 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.
Повний текст джерелаAfrin, 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.
Повний текст джерелаNolan, 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.
Повний текст джерелаBerge, 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.
Повний текст джерелаJiang, 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.
Повний текст джерелаЗвіти організацій з теми "Environmental education curriculum and pedagogy"
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.
Повний текст джерелаPeters, 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.
Повний текст джерелаDuong, 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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