Header

UZH-Logo

Maintenance Infos

Studies on a socio-ecological approach to environmental education – a contribution to a critical position in the education for sustainable development discourse


Kyburz-Graber, R; Hofer, K; Wolfensberger, B (2006). Studies on a socio-ecological approach to environmental education – a contribution to a critical position in the education for sustainable development discourse. Environmental Education Research, 12(1):101-114.

Abstract

This paper outlines a critical position in relation to education for sustainable development referring to a socio-ecological approach to environmental education. This approach was developed in a cooperative research process with pre-academic secondary schools over several years in Switzerland. For 13 years our research group has been the one in Switzer-land to systematically research on curriculum and professional development in environ-mental education in secondary schools. The group was established at the Swiss Federal Institute of Technology in Zurich (ETHZ) supported by funding of the Swiss National Foundation for Scientific Research, and from 1998 proceeded with research projects at the Institute for Teacher Education (upper secondary level) at the University of Zurich.
Case studies were carried out to explore the potentials and constraints which teachers and students meet when working with environmental issues. Two case studies from different research phases are shown which illustrate how both teachers and learners are challenged to cope with increasingly unstructured and unknown situations, pluralistic and controversial perspectives, and with the critical role of science in society. Outcomes are discussed in the light of the social process of sustainable development.

Abstract

This paper outlines a critical position in relation to education for sustainable development referring to a socio-ecological approach to environmental education. This approach was developed in a cooperative research process with pre-academic secondary schools over several years in Switzerland. For 13 years our research group has been the one in Switzer-land to systematically research on curriculum and professional development in environ-mental education in secondary schools. The group was established at the Swiss Federal Institute of Technology in Zurich (ETHZ) supported by funding of the Swiss National Foundation for Scientific Research, and from 1998 proceeded with research projects at the Institute for Teacher Education (upper secondary level) at the University of Zurich.
Case studies were carried out to explore the potentials and constraints which teachers and students meet when working with environmental issues. Two case studies from different research phases are shown which illustrate how both teachers and learners are challenged to cope with increasingly unstructured and unknown situations, pluralistic and controversial perspectives, and with the critical role of science in society. Outcomes are discussed in the light of the social process of sustainable development.

Statistics

Altmetrics

Downloads

282 downloads since deposited on 15 Mar 2011
40 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2006
Deposited On:15 Mar 2011 07:30
Last Modified:05 Apr 2016 14:52
Publisher:Taylor & Francis
ISSN:1350-4622
Additional Information:This is an electronic version of an article published in Environmental Education Research, Volume 12, Issue 1 February 2006 , pages 101 - 114 . Environmental Education Research is available online at: http://www.informaworld.com/smpp/content~db=all~content=a743762451~tab=linking
Publisher DOI:https://doi.org/10.1080/13504620500527840

Download

Preview Icon on Download
Preview
Content: Accepted Version
Filetype: PDF
Size: 95kB
View at publisher