Taylor / Quinn / Eames Educating for Sustainability in Primary Schools

Teaching for the Future
1. Auflage 2015
ISBN: 978-94-6300-046-8
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 364 Seiten

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.

Autoren/Hrsg.

Taylor, Neil

Quinn, Frances

Eames, Chris

Inhaltsverzeichnis

1;CONTENTS;8
2;PREFACE;10
2.1;REFERENCES;11
3;1. WHY DO WE NEED TO TEACH EDUCATION FOR SUSTAINABILITY AT THE PRIMARY LEVEL?;12
3.1;WHAT IS MEANT BY SUSTAINABILITY?;12
3.2;WHAT DO WE MEAN BY EDUCATION FOR SUSTAINABILITY;14
3.3;EE, EfS AND ESD: A DISPUTED FIELD;15
3.4;TEACHING EDUCATION FOR SUSTAINABILITY AT THE PRIMARY LEVEL;17
3.5;EfS IN PRESERVICE TEACHER EDUCATION;18
3.6;ABOUT THIS BOOK;19
3.7;REFERENCES;20
4;PEDAGOGICAL CONSIDERATIONS;23
4.1;2. ISSUES AND DIMENSIONS OF SUSTAINABILITY;24
4.1.1;CAUSES;26
4.1.1.1;Population;26
4.1.1.2;Consumption;27
4.1.1.3;Poverty and inequity;28
4.1.2;EFFECTS;29
4.1.2.1;Global warming and climate change;29
4.1.2.2;Pollution;31
4.1.2.3;Resource use and waste;32
4.1.2.4;Loss of biodiversity;33
4.1.2.5;Causes and effects: Making the connections;34
4.1.3;VISIONS;35
4.1.4;CHANGE STRATEGIES;36
4.1.4.1;Population;36
4.1.4.2;Global warming;37
4.1.4.3;Pollution;38
4.1.4.4;Waste;38
4.1.5;CONCLUSION;39
4.1.6;REFERENCES;39
4.2;3. HOW TO TEACH EDUCATION FOR SUSTAINABILITY:Integrating Theory and Practice;41
4.2.1;THE ROLE OF EDUCATION FOR SUSTAINABILITY;41
4.2.2;EFFECTIVE LEARNING AND TEACHING;43
4.2.3;LINKING EDUCATION FOR SUSTAINABILITY TO TEACHING AND LEARNING THEORY;44
4.2.4;HOW CAN I FIT EFS INTO MY PROGRAM?;47
4.2.5;CONCLUSION;50
4.2.6;REFERENCES;50
4.3;4. YOUNG CHILDREN SAMPLING SUSTAINABLELEARNING AS HEALTHIER ME;52
4.3.1;MULTIPLE LEARNING CONTEXTS;52
4.3.1.1;Settings;52
4.3.1.2;Pedagogical and theoretical frameworks;53
4.3.2;LEARNERS, EDUCATORS AND QUESTIONING;56
4.3.2.1;Children’s authentic learning;56
4.3.2.2;Educators’ intentional teaching;57
4.3.2.3;Contributing questions and children questioning;58
4.3.3;A HEALTHIER ME SAMPLER OF SUSTAINABLE LEARNING;59
4.3.3.1;Layer 1: Circles of my living and learning;62
4.3.3.2;Layer 2: People and places questions;62
4.3.3.3;Layer 3: People and place questions with EfS pillars;63
4.3.4;EDUCATOR REFLECTIONS INTO EARTH FUTURES;67
4.3.5;REFERENCES;68
4.4;5. DIFFERENTIATING TEACHING FOR SUSTAINABILITY FOR DIVERSE STUDENT LEARNING;71
4.4.1;DIVERSITY IN TODAY’S EDUCATIONAL CONTEXTS;71
4.4.2;COMMUNITIES OF EMPATHETIC ENQUIRY FOR EDUCATION FOR SUSTAINABILITY;72
4.4.3;CASE STUDY 1: DEVELOPING AN EMPATHETIC TEACHING AND LEARNING COMMUNITY;73
4.4.4;DYNAMIC NATURE OF EFS WITHIN AN EMPATHETIC TEACHING AND LEARNING COMMUNITY;74
4.4.5;MODEL OF DYNAMIC DIFFERENTIATION: A FRAMEWORK FOR PLANNING EFFECTIVEDIFFERENTIATED TEACHING PROCESSES IN VARYING LEARNING ECOLOGIES;75
4.4.6;CASE STUDY 2: DYNAMICALLY DIFFERENTIATING EFS TEACHING AND LEARNING;77
4.4.7;DIFFERENTTIATION MODELS FOR EFSFOR STUDENT DIVERSITY;79
4.4.7.1;Using taxonomies and matrices for planning differentiation;82
4.4.8;AUTHENTIC EFS ENRICHMENT STRATEGIES;85
4.4.8.1;Self-regulated learning with project-based learning and contracted tasks;85
4.4.9;CASE STUDY 3: DYNAMICALLY DIFFERENTIATING EFS TEACHING THROUGHPROJECT-BASED LEARNING AND COMMUNITY PROGRAMS;88
4.4.10;REFLECTING ON EDUCATION FOR SUSTAINABILITY;90
4.4.11;CONCLUSION;90
4.4.12;REFERENCES;91
4.4.13;SOME USEFUL WEBSITES;92
5;LEARNING AREAS;94
5.1;6. EDUCATION FOR SUSTAINABILITY IN PRIMARY SCIENCE EDUCATION;95
5.1.1;SCIENCE AND EFS IN AUSTRALIAN AND NEW ZEALAND CURRICULA;96
5.1.2;ATTITUDES TOWARDS SCIENCE AND LINKS TO EFS;97
5.1.3;APPROACHES TO SCIENCE TEACHING AND LEARNING FOR EFS;99
5.1.3.1;Insulation: an example of an approach to teaching science for EfS;101
5.1.4;LINKING SCIENCE AND SUSTAINABILITY;102
5.1.5;RELATIONSHIPS WITHIN THE ECOSYSTEM AND EFS;104
5.1.6;FEEDIING RELATIONSHIPS—DEVELOPING THE CONCEPTS OF FOOD CHAINS AND FOOOD WEBS;109
5.1.6.1;Food chains;109
5.1.7;REFERENCES;122
5.2;7. EDUCATION FOR SUSTAINABILITY IN PRIMARYTECHNOLOGY EDUCATION;124
5.2.1;TECHNOLOGY EDUCATION CURRICULA;126
5.2.2;PRACTICE IN TECHNOLOGY EDUCATION AND EFS;131
5.2.2.1;1. Education for sustainability incorporating technology education;131
5.2.2.2;2. Designing bird-nesting boxes—sustainability and technology;134
5.2.2.3;3. A technological problem incorporating sustainability;136
5.2.3;REFERENCES;137
5.3;8. EDUCATION FOR SUSTAINABILITY IN PRIMARY SCHOOL HUMANITIES ANDSOCIAL SCIENCES EDUCATION;138
5.3.1;SOCIAL INSTITUTIONS AND SUSTAINABILITY;138
5.3.2;USING ECONOMICS IDEAS TO FRAME THINKING ABOUT SUSTAINABILITY;140
5.3.3;PURPOSE AND STRUCTURE OF HUMANITIES AND SOCIAL SCIENCES EDUCATION;143
5.3.4;GEOGRAPHY AND EDUCATION FOR SUSTAINABILITY;145
5.3.5;AUSTRALIAN CURRICULUM: HISTORY AND EDUCATION FOR SUSTAINABILITY;150
5.3.6;AUSTRALIAN CURRICULUM: ECONOMICS AND BUSINESS ANDEDUCATION FOR SUSTAINABILITY;152
5.3.6.1;Examples of units of work for Years 5 and 6 in the Australian Curriculum: Economics andBusiness;153
5.3.7;A ROLE IN EFS FOR AUSTRALIAN CURRICULUM: CIVICS AND CITIZENSHIP;161
5.3.8;EDUCATING FOR SUSTAINABILITY THROUGH NEW ZEALAND’SSOCIAL SCIENCES CURRICULUM;163
5.3.9;EDUCATION FOR SUSTAINABILITY AND VALUES EDUCATION;166
5.3.9.1;Strategies for teaching values;167
5.3.10;PROBLEM SOLVING WITHIN THE HUMANITIES AND SOCIAL SCIENCES AS ASTRATEGY FOR EDUCATION FOR SUSTAINABILITY;172
5.3.11;CONCLUSION;174
5.3.12;REFERENCES;174
5.4;9. EDUCATION FOR SUSTAINABILITY IN PRIMARYMATHEMATICS EDUCATION;179
5.4.1;SPACE AND GEOMETRY;180
5.4.1.1;Level 1;180
5.4.1.2;Level 2;180
5.4.1.3;Level 3;180
5.4.2;MEASUREMENT;182
5.4.3;NUMBER, STATISTICS, PROBABILITY, AND ALGEBRA;182
5.4.4;TEACHING FRAMEWORK;183
5.4.4.1;Measurement activities;184
5.4.4.2;Space and geometry activities;186
5.4.4.3;Number activities;187
5.4.4.4;Statistics activities;189
5.4.4.5;Patterns and algebra;191
5.4.5;CONCLUSION;194
5.4.6;REFERENCES;194
5.5;10. EDUCATION FOR SUSTAINABILITY INPRIMARY ENGLISH EDUCATION;196
5.5.1;CURRENT DIRECTIONS AND CHALLENGES FOR ENGLISH IN THE AUSTRALIAN ANDNEW ZEALAND CONTEXTS;196
5.5.1.1;Which approaches to English?;197
5.5.1.2;The notion of situated literacies and place;198
5.5.1.3;Multiliteracies, multimodal meaning making and EfS;200
5.5.2;TEXTS FOR SUSTAINABILITY;204
5.5.3;LEARNING MODELS FOR PLANNING ENGLISH AND LITERACY FOR EFS;211
5.5.3.1;1 Five principles for planning (Comber et al., 2007);211
5.5.3.2;2 The Geralton model;212
5.5.3.3;3 The currriculum cycle;213
5.5.4;CONCLUSION;214
5.5.5;SOME GOOD BOOKS FOR EFS IN THE ENGLISH LANGUAGEAND LITERACY LEARNING AREA;215
5.5.6;REFERENCES;219
5.6;11. SUSTAINABILITY AND THE CREATIVE ARTS;221
5.6.1;THE ARTS AND SUSTAINABILITY;221
5.6.2;THE ARTS AND EFS IN THE CURRICULUM;223
5.6.3;SUSTAINABILITY AND CONNECTION WITH PLACE;223
5.6.4;DEVELOPING AND EXPLORING CONNECTIONS WITH PLACE AND UNDERSTANDINGS OFSUSTAINABILITY THROUGH THE ARTS;225
5.6.4.1;In the environment;225
5.6.4.2;About place;225
5.6.4.3;For sustainability;225
5.6.5;EFS CREATIVE-ARTS LEARNING SEQUENCES;226
5.6.5.1;Learning Sequence 1: Exploring place through installation art (Margaret Brooks);227
5.6.5.2;Learning Sequence 2: Responding to place through musical composition (Ros Littledyke);232
5.6.5.3;Learning Sequence 3: Expressing place through drama (Lynn Everett);236
5.6.6;REFERENCES;243
5.6.7;RESOURCES FOR TEACHING CREATIVE ARTS;244
5.6.7.1;General;244
5.6.7.2;Picture books;244
5.7;12. EDUCATION FOR SUSTAINABILITY IN PRIMARYHEALTH AND PHYSICAL EDUCATION;246
5.7.1;WHAT DOES IT MEAN TO BE HEALTHY?;246
5.7.2;HEALTH EDUCATION IS A WHOLE-SCHOOL RESPONSIBILITY;248
5.7.3;HEALTH EDUCATION AND THE CURRICULUM;249
5.7.4;HEALTH EDUCATION FOR EFS;250
5.7.5;APPROACHES TO TEACHING;251
5.7.5.1;Healthy relationships;251
5.7.5.2;Healthy bodies;254
5.7.6;CONCLUSION;262
5.7.7;REFERENCES;263
6;CROSS-CURRICULAR APPROACHES;265
6.1;13. AN INQUIRY-BASED CROSS-CURRICULUM APPROACH;266
6.1.1;TEACHING EFS THROUGH INQUIRY-BASED THEMATIC UNITS;266
6.1.1.1;Features of an inquiry-based approach;268
6.1.1.2;Linking the components of a thematic approach to learning;269
6.1.2;PREPARING A THEMATIC UNIT;270
6.1.2.1;Select or, better still, negotiate a theme;271
6.1.2.2;Differentiated learning;272
6.1.2.3;Curriculum integration;273
6.1.2.4;Project management;274
6.1.3;PEDAGOGY FRAMEWORK: SELECTING AN APPROPRIATE INQUIRY METHODOLOGY;275
6.1.3.1;Group composition;275
6.1.3.2;Engagement;276
6.1.3.3;A word of caution;276
6.1.3.4;Then, let the fun begin!;276
6.1.3.5;How does all of this relate to EfS?;277
6.1.3.6;Ownership is also important;277
6.1.3.7;A final point;278
6.1.4;LINKING PLANNING, DEVELOPMENT AND ASSESSMENT;296
6.1.5;CONCLUDING REMARKS;297
6.1.6;REFERENCES;298
6.1.7;FURTHER READING;299
6.2;14. INDIGENOUS PERSPECTIVES ON EFS IN AUSTRALIAAND NEW ZEALAND;300
6.2.1;INTRODUCTION;300
6.2.2;PART A. INDIGENOUS PERSPECTIVES AND EDUCATION FOR SUSTAINABILITY INAOTEAROA NEW ZEALAND;301
6.2.2.1;The New Zealand Curriculum;303
6.2.2.2;Further contexts;304
6.2.2.3;Kaitiakitanga practice;305
6.2.2.4;Resources and useful sites;307
6.2.3;PART B: AUSTRALIAN ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVESON EDUCATION FOR SUSTAINABILITY;307
6.2.3.1;Why is EfS incorporating Indigenous Australian perspectives important?;310
6.2.3.2;So, how do teachers go about this important work?;311
6.2.3.3;Resources and useful sites;313
6.2.3.4;Getting going;314
6.2.3.5;Gaining traction;315
6.2.3.6;Developing deeper understanding;315
6.2.4;CONCLUSION;316
6.2.5;REFERENCES;316
6.3;15. SUSTAINABLE GARDENING ACROSS THE CURRICULUM:Making it Happen;319
6.3.1;INTRODUCTION;319
6.3.2;SUSTAINABILITY IN THE NEW ZEALAND AND AUSTRALIAN CURRICULUMS;322
6.3.3;LINKING SUSTAINABILITY, LEARNING AREAS AND ORGANISING IDEAS;323
6.3.3.1;Organising idea: Interdependence;323
6.3.3.2;Organising idea: Design and management;323
6.3.3.3;Organising idea: Action;333
6.3.4;FOOD GARDENING AND A WHOLE-SCHOOL APPROACH TO EFS;333
6.3.5;EMBEDDING SUSTAINABILITY IN TEACHING AND LEARNING;334
6.3.6;CONCLUSION;336
6.3.7;REFERENCES;337
6.3.8;ADDITIONAL RESOURCES;338
6.3.8.1;Children’s picture story books;338
6.3.8.2;Websites for whole-school approaches;338
7;INDEX;340