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Janna Niens
Biology Education, University of Göttingen, Waldweg 26, 37073 Göttingen, Germany

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Journal article
Published: 12 August 2021 in Sustainability
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Achieving the Sustainable Development Goals (SDGs) requires the empowerment of learners through Education for Sustainable Development (ESD), already at primary level. Teacher education for the SDGs is a focus of ESD. However, many teachers in Madagascar are underqualified and show knowledge gaps regarding ESD. This paper aims at identifying starting points for an ESD-oriented further development of teacher training, considering regionally relevant issues. Teaching Sustainable Development issues requires procedural knowledge. This paper reports on (i) Malagasy primary school teachers’ (n = 286) teaching and learning prerequisites regarding land-use and health issues compared to expert knowledge, (ii) modeling teachers’ respective procedural knowledge with the Rasch Partial Credit Model and validation studies, and on (iii) comparison of groups of teachers differentiated by diversity dimensions, e.g., teaching at rural or urban schools. The teachers underestimated land-use and health courses of action regarding effectiveness and possibility of implementation, compared to experts. IRT modeling resulted in two distinct knowledge dimensions, i.e., land use and health (latent correlation: 0.31). Rural teachers showed higher procedural land-use knowledge than urban teachers. No differences occurred regarding health knowledge. The paper argues for ESD-focused reorientation of teacher training, considering regional specificities of land-use topics, e.g., regarding vanilla and rice cultivation in North-East Madagascar, and health topics.

ACS Style

Janna Niens; Lisa Richter-Beuschel; Tobias C. Stubbe; Susanne Bögeholz. Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals. Sustainability 2021, 13, 9036 .

AMA Style

Janna Niens, Lisa Richter-Beuschel, Tobias C. Stubbe, Susanne Bögeholz. Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals. Sustainability. 2021; 13 (16):9036.

Chicago/Turabian Style

Janna Niens; Lisa Richter-Beuschel; Tobias C. Stubbe; Susanne Bögeholz. 2021. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals." Sustainability 13, no. 16: 9036.

Journal article
Published: 01 August 2020 in Sustainability
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Education for Sustainable Development (ESD) plays a key role in Sustainable Development. In low-income countries like Madagascar, this key role is particularly relevant to primary education. However, the curricula lack a comprehensive ESD approach that incorporates regional issues. In Madagascar, sustainable land-use practices (Sustainable Development Goals 12, 15) and health prevention (SDGs 2, 3, 6) are educational challenges. Procedural knowledge allows problem-solving regarding unsustainable developments. We adapted and further developed a measure of ESD-relevant procedural knowledge. Considering curricula, sustainability standards, research, and a two-round Delphi study (n = 34 experts), we identified regionally relevant land-use practices and health-protective behavior. After the experts rated the effectiveness and possibility of implementation of courses of actions, we calculated an index of what to teach under given Malagasy (regional) conditions. Combined with qualitative expert comments, the study offers insights into expert views on land-use and health topics: For example, when teaching ESD in Northeast Madagascar, sustainable management of cultivation and soil is suitable, particularly when linked to vanilla production. Health-protective behavior is ultimately more difficult to implement in rural than in urban areas. These results are important for further curricula development, for ESD during primary education, and because they give insights into the topics teacher education should address.

ACS Style

Janna Niens; Lisa Richter-Beuschel; Susanne Bögeholz. Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study. Sustainability 2020, 12, 6212 .

AMA Style

Janna Niens, Lisa Richter-Beuschel, Susanne Bögeholz. Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study. Sustainability. 2020; 12 (15):6212.

Chicago/Turabian Style

Janna Niens; Lisa Richter-Beuschel; Susanne Bögeholz. 2020. "Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study." Sustainability 12, no. 15: 6212.