| Description |
1 online resource (x, 370 pages) |
| Contents |
PREFACE; REFERENCES; 1. WHY DO WE NEED TO TEACH EDUCATION FOR SUSTAINABILITY AT THE PRIMARY LEVEL?; WHAT IS MEANT BY SUSTAINABILITY?; WHAT DO WE MEAN BY EDUCATION FOR SUSTAINABILITY; EE, EfS AND ESD: A DISPUTED FIELD; TEACHING EDUCATION FOR SUSTAINABILITY AT THE PRIMARY LEVEL; EfS IN PRESERVICE TEACHER EDUCATION; ABOUT THIS BOOK; REFERENCES; PEDAGOGICAL CONSIDERATIONS; 2. ISSUES AND DIMENSIONS OF SUSTAINABILITY; CAUSES; Population; Consumption; Poverty and inequity; EFFECTS; Global warming and climate change; Pollution; Resource use and waste; Loss of biodiversity |
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Causes and effects: Making the connectionsVISIONS; CHANGE STRATEGIES; Population; Global warming; Pollution; Waste; CONCLUSION; REFERENCES; 3. HOW TO TEACH EDUCATION FOR SUSTAINABILITY:Integrating Theory and Practice; THE ROLE OF EDUCATION FOR SUSTAINABILITY; EFFECTIVE LEARNING AND TEACHING; LINKING EDUCATION FOR SUSTAINABILITY TO TEACHING AND LEARNING THEORY; HOW CAN I FIT EFS INTO MY PROGRAM?; CONCLUSION; REFERENCES; 4. YOUNG CHILDREN SAMPLING SUSTAINABLELEARNING AS HEALTHIER ME; MULTIPLE LEARNING CONTEXTS; Settings; Pedagogical and theoretical frameworks |
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LEARNERS, EDUCATORS AND QUESTIONINGChildren's authentic learning; Educators' intentional teaching; Contributing questions and children questioning; A HEALTHIER ME SAMPLER OF SUSTAINABLE LEARNING; Layer 1: Circles of my living and learning; Layer 2: People and places questions; Layer 3: People and place questions with EfS pillars; EDUCATOR REFLECTIONS INTO EARTH FUTURES; REFERENCES; 5. DIFFERENTIATING TEACHING FOR SUSTAINABILITY FOR DIVERSE STUDENT LEARNING; DIVERSITY IN TODAY'S EDUCATIONAL CONTEXTS; COMMUNITIES OF EMPATHETIC ENQUIRY FOR EDUCATION FOR SUSTAINABILITY |
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CASE STUDY 1: DEVELOPING AN EMPATHETIC TEACHING AND LEARNING COMMUNITYDYNAMIC NATURE OF EFS WITHIN AN EMPATHETIC TEACHING AND LEARNING COMMUNITY; MODEL OF DYNAMIC DIFFERENTIATION: A FRAMEWORK FOR PLANNING EFFECTIVEDIFFERENTIATED TEACHING PROCESSES IN VARYING LEARNING ECOLOGIES; CASE STUDY 2: DYNAMICALLY DIFFERENTIATING EFS TEACHING AND LEARNING; DIFFERENTTIATION MODELS FOR EFSFOR STUDENT DIVERSITY; Using taxonomies and matrices for planning differentiation; AUTHENTIC EFS ENRICHMENT STRATEGIES; Self-regulated learning with project-based learning and contracted tasks |
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CASE STUDY 3: DYNAMICALLY DIFFERENTIATING EFS TEACHING THROUGHPROJECT-BASED LEARNING AND COMMUNITY PROGRAMSREFLECTING ON EDUCATION FOR SUSTAINABILITY; CONCLUSION; REFERENCES; SOME USEFUL WEBSITES; LEARNING AREAS; 6. EDUCATION FOR SUSTAINABILITY IN PRIMARY SCIENCE EDUCATION; SCIENCE AND EFS IN AUSTRALIAN AND NEW ZEALAND CURRICULA; ATTITUDES TOWARDS SCIENCE AND LINKS TO EFS; APPROACHES TO SCIENCE TEACHING AND LEARNING FOR EFS; Insulation: an example of an approach to teaching science for EfS; LINKING SCIENCE AND SUSTAINABILITY; RELATIONSHIPS WITHIN THE ECOSYSTEM AND EFS |
| Summary |
Education for Sustainability is a key priority in today's schools, as our society seeks to find a balance between environmental, social, cultural, political and economic imperatives that affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so that they can learn to make informed decisions and take positive action for a sustainable world. Teachers are ideally placed to educate for sustainability issues, and indeed have a responsibility to do so. However, they often lack support and experience in this area, and constraints of current curriculum priorities can inhibit Education for Sustainability being taught effectively in many classrooms. Educating for Sustainability in Primary Schools: Teaching for the Future addresses this problem by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in the Australian and New Zealand contexts. The book provides a range of educational approaches and examples of activities to support teachers in addressing national requirements for teaching the major primary curriculum learning areas, while simultaneously educating for sustainability. This integrative approach to primary education can promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways. This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (SpringerLink, viewed June 24, 2015) |
| Subject |
Education, Elementary -- Aims and objectives.
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Environmental education.
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EDUCATION -- Elementary.
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Education, Elementary -- Aims and objectives
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Environmental education
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| Form |
Electronic book
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| Author |
Taylor, Neil, 1957- editor
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Quinn, Frances, editor
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Eames, Chris, editor
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| ISBN |
9789463000468 |
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9463000461 |
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