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This study focuses on learning with the Global Change app, an interactive tool for fostering climate change knowledge. Numerous studies have contributed to the question on what type of instruction is best to achieve learning gains. The findings are mixed. We applied the app in university courses and investigated which instructional setting a discovery learning approach (no supplementary guidance) or an approach that leans more toward direct instruction is more effective (+ supplementary guidance). Thus, we distinguished between conceptual and procedural guidance within our direct instruction approach. Our study was implemented in a digital learning environment with 110 students participating in the study. We applied a 2 × 2 experimental design with different types of guidance as treatment (conceptual and procedural). An online questionnaire was administered in pretest and posttest to measure climate change knowledge as well as different variables. Our results show that the app provided gains in climate change knowledge in a short period of time regardless of treatment. Further, students who received no supplementary guidance acquired more knowledge about climate change than the groups that received supplemental guidance (either conceptual, procedural, or both). Learning gain correlated significantly negatively with cognitive load across the whole sample, but there were no significant differences between groups. This finding might be interpreted in terms of the renowned expertise reversal effect.
Roman Asshoff; Christiane Konnemann; Nadine Tramowsky; Werner Rieß. Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers. Sustainability 2021, 13, 9208 .
AMA StyleRoman Asshoff, Christiane Konnemann, Nadine Tramowsky, Werner Rieß. Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers. Sustainability. 2021; 13 (16):9208.
Chicago/Turabian StyleRoman Asshoff; Christiane Konnemann; Nadine Tramowsky; Werner Rieß. 2021. "Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers." Sustainability 13, no. 16: 9208.
Systems thinking provides many advantages in solving complex scientific, economic and sociocultural problems in the field of education for sustainable development. Various studies have shown that systems thinking can be promoted in students at all levels of school education. Previous studies have mainly focused on how to directly develop and support systems thinking in students. The present study focused on biology teachers by investigating the extent that their content knowledge (CK) and pedagogical content knowledge (PCK) augments systems thinking in students attending biology classes. On the basis of the finding that content knowledge (CK) and pedagogical content knowledge (PCK) are an essential aspect of any type of training, we investigated in a teacher training program the effects of varying amounts of CK and PCK to the ability of biology teachers to foster systems thinking in students. Therefore, a quasi-experimental intervention study was implemented in a pre- and posttest control group design. The results revealed that biology teacher training can sufficiently improve systems thinking in biology students and that PCK plays an at least equally important role as CK in promoting systems thinking.
Stefan Streiling; Christian Hörsch; Werner Rieß. Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study. Sustainability 2021, 13, 7631 .
AMA StyleStefan Streiling, Christian Hörsch, Werner Rieß. Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study. Sustainability. 2021; 13 (14):7631.
Chicago/Turabian StyleStefan Streiling; Christian Hörsch; Werner Rieß. 2021. "Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study." Sustainability 13, no. 14: 7631.
Zusammenfassung Die aktuellen Diskussionen um die Fachspezifität von Unterrichtsqualität und die Erweiterung der Basisdimensionen für Unterrichtsqualität sind aus unserer Perspektive zeitgemäß, qualitätsvoll und lassen einen großen Mehrwert für die Unterrichtsforschung erwarten. Mit Bezug zu einem gemeinsamen Forschungsprojekt zur Optimierung von Videoartefakten für die Lehrer*innenbildung wird in unserem Beitrag herausgearbeitet, dass Unterrichtsqualität vor allem von den im Unterrichtsprozess umgesetzten Lehr- und Lernaktivitäten abhängt. Angehende Lehrpersonen sollten zwischen qualitätsvollen und weniger qualitätsvollen Lehr‑/Lernaktivitäten unterscheiden können. Wir plädieren für die verstärkte forschungsbezogene Entwicklung von Unterrichtsartefakten, anhand derer das optimale Zusammenwirken fachspezifischer und fächerübergreifender Unterrichtsmerkmale modelliert und empirisch geprüft werden kann. Über einen solchen Ansatz ließe sich die Frage nach fachspezifischen und fächerübergreifenden Qualitätsmerkmalen auf der Basis konkreter Unterrichtspraktiken weiter klären. Im Ausblick schlagen wir vor, für die Lehrer*innenbildung Standardsituationen für Qualitätsmerkmale von Fachunterricht zu definieren.
Tina Seidel; Alexander Renkl; Werner Rieß. Basisdimensionen für Unterrichtsqualität im Fachkontext konkretisieren: Die Rolle von Unterrichtsartefakten und Bestimmung von Standardsituationen. Unterrichtswissenschaft 2021, 49, 293 -301.
AMA StyleTina Seidel, Alexander Renkl, Werner Rieß. Basisdimensionen für Unterrichtsqualität im Fachkontext konkretisieren: Die Rolle von Unterrichtsartefakten und Bestimmung von Standardsituationen. Unterrichtswissenschaft. 2021; 49 (2):293-301.
Chicago/Turabian StyleTina Seidel; Alexander Renkl; Werner Rieß. 2021. "Basisdimensionen für Unterrichtsqualität im Fachkontext konkretisieren: Die Rolle von Unterrichtsartefakten und Bestimmung von Standardsituationen." Unterrichtswissenschaft 49, no. 2: 293-301.
Students need an understanding of ecosystem properties and functions to face global issues related to ecological crises and to grasp the challenges and necessary actions associated with the Sustainable Development Goals 12–15. When addressing complex ecological constructs, such as material cycles, diagnosing students’ pre-existing conceptions about such matters is crucial for making decisions about appropriate teaching strategies. In this study, we explored pre-service teachers’ (n = 63) and in-service teachers’ (n = 14) diagnostic skills in the context of education for sustainable development. To assess diagnostic skills, we showed teachers video-based clips from science lessons in which students express their alternative conceptions about material cycles. We found that teachers are generally able to notice students’ comments indicating their conceptions about ecological concepts that are relevant for sustainable development. However, the teachers had difficulties in interpreting the students’ comments correctly. This difficulty is a barrier to create effective lessons. Moreover, we identified teacher characteristics that could influence diagnostic skills. Our findings are discussed in the context of the role of diagnostic skills when teaching sustainable development goals. Finally, we present considerations on how teachers’ diagnostic skills could be promoted.
Tobias Hoppe; Alexander Renkl; Tina Seidel; Stephanie Rettig; Werner Rieß. Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter. Sustainability 2020, 12, 4184 .
AMA StyleTobias Hoppe, Alexander Renkl, Tina Seidel, Stephanie Rettig, Werner Rieß. Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter. Sustainability. 2020; 12 (10):4184.
Chicago/Turabian StyleTobias Hoppe; Alexander Renkl; Tina Seidel; Stephanie Rettig; Werner Rieß. 2020. "Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter." Sustainability 12, no. 10: 4184.
After the end of the first Global Action Programme on Education for Sustainable Development, coinciding with ongoing international evaluation processes, questions about the implementation of the Education for Sustainable Development programs and assessments continue to be raised. The present study examined Education for Sustainable Development implementation at the local (teachers’) level, assessing what teachers think and know about Education for Sustainable Development and how they implement it in secondary school classes in Baden-Wuerttemberg, Germany. By providing novel data from a teacher survey in 2019, this study revealed that Education for Sustainable Development in some aspects still lacks concrete structural implementation in educational contexts. Using a longitudinal approach, we additionally compared data from an earlier representative assessment in 2007 to the data from 2019. In reference to the preceding evaluation report, the present study showed, for example, that teachers’ attitudes towards Sustainable Development Goals were significantly higher in 2019 compared to 2007. This study provides clarification of the needs and achievements of the Education for Sustainable Development implementation process. In sum, our analysis found that from the teachers’ perspective, more abstract policies are not needed, but instead teachers ask for very concrete support that is close to teaching and the schools’ objectives. The results of our study help, in a larger sense, to navigate society towards a more sustainable direction and towards achieving the Sustainable Development Goals by highlighting the remaining challenges of these broad objectives.
Eva-Maria Waltner; Katja Scharenberg; Christian Hörsch; Werner Rieß. What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class. Sustainability 2020, 12, 1690 .
AMA StyleEva-Maria Waltner, Katja Scharenberg, Christian Hörsch, Werner Rieß. What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class. Sustainability. 2020; 12 (4):1690.
Chicago/Turabian StyleEva-Maria Waltner; Katja Scharenberg; Christian Hörsch; Werner Rieß. 2020. "What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class." Sustainability 12, no. 4: 1690.
El desarrollo sostenible es, hoy por hoy, uno de los principios rectores fundamentales dentro de la educación en general, y se constituye en tarea y desafío para la educación superior en particular. La educación superior para el desarrollo sostenible (ESDS) tiene la función de transmitir y desarrollar conocimientos, competencias, valores y actitudes que empoderen y motiven a los estudiantes a contribuir activamente con el desarrollo sostenible. El presente estudio empírico sobre el statu quo de la ESDS en Bolivia tiene como objetivo identificar las distintas variables del proceso de enseñanza-aprendizaje desde la perspectiva de los docentes universitarios; a saber, aspectos personales, aspectos curriculares, tanto de contenido como metodológicos, y aspectos estructurales e institucionales. Los resultados constituyen un esfuerzo en busca de operacionalizar la educación para el desarrollo sostenible (EDS) en la educación universitaria, con el objetivo ulterior de generar nuevas perspectivas para su conceptualización, implementación e institucionalización en el contexto universitario boliviano.
Lorena Ivonne Litzner Ordóñez; Werner Rieß. La Educación para el Desarrollo Sostenible en la universidad boliviana. Percepciones del profesorado. Teoría de la Educación. Revista Interuniversitaria 2019, 31, 149 -173.
AMA StyleLorena Ivonne Litzner Ordóñez, Werner Rieß. La Educación para el Desarrollo Sostenible en la universidad boliviana. Percepciones del profesorado. Teoría de la Educación. Revista Interuniversitaria. 2019; 31 (1):149-173.
Chicago/Turabian StyleLorena Ivonne Litzner Ordóñez; Werner Rieß. 2019. "La Educación para el Desarrollo Sostenible en la universidad boliviana. Percepciones del profesorado." Teoría de la Educación. Revista Interuniversitaria 31, no. 1: 149-173.
The importance of education, and ESD in particular, for achieving sustainable development is highlighted in the formulation of the Sustainable Development Goals (SDGs). Since the Brundtland Report (1987) and the Agenda 21 conference in Rio in 1992, many measures and programs have been launched. However, no widely accepted and validated assessment instruments are currently available to examine the output levels of ESD on the student side as a means to contribute to monitoring the effects of ESD initiatives. Furthermore, connections to the results of empirical educational research are often lacking. Indeed, operationalization is necessary in order to evaluate actions of fostering ESD. Taking concepts of empirical educational and other relevant research findings (for example, psychology for sustainability) into account, this study develops a reliable and valid approach to measuring sustainability competencies. In this paper, novel data of a first school assessment is presented. One thousand six hundred and twenty-two students (aged from 9 to 16) participated in the survey. The paper-pencil questionnaire covers general (socio-demographic) as well as cognitive, affective, behavioral, application- and curriculum-orientated aspects of sustainability competencies. The evidence for the validity and reliability of the instrument indicates that the presented assessment tool constitutes a suitable instrument by which to measure sustainability competencies in secondary schools. The gathered insights show a path towards the operationalization of sustainability competencies to clarify the needs and achievements of ESD implementation in schools.
Eva-Maria Waltner; Werner Rieß; Christoph Mischo. Development and Validation of an Instrument for Measuring Student Sustainability Competencies. Sustainability 2019, 11, 1717 .
AMA StyleEva-Maria Waltner, Werner Rieß, Christoph Mischo. Development and Validation of an Instrument for Measuring Student Sustainability Competencies. Sustainability. 2019; 11 (6):1717.
Chicago/Turabian StyleEva-Maria Waltner; Werner Rieß; Christoph Mischo. 2019. "Development and Validation of an Instrument for Measuring Student Sustainability Competencies." Sustainability 11, no. 6: 1717.
Developing students’ systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.
Daniela Fanta; Julia Braeutigam; Werner Riess. Fostering systems thinking in student teachers of biology and geography – an intervention study. Journal of Biological Education 2019, 54, 226 -244.
AMA StyleDaniela Fanta, Julia Braeutigam, Werner Riess. Fostering systems thinking in student teachers of biology and geography – an intervention study. Journal of Biological Education. 2019; 54 (3):226-244.
Chicago/Turabian StyleDaniela Fanta; Julia Braeutigam; Werner Riess. 2019. "Fostering systems thinking in student teachers of biology and geography – an intervention study." Journal of Biological Education 54, no. 3: 226-244.
Education for Sustainable Development (ESD) is a core element of UNESCO’s Sustainable Development Goal (SDGs) Target 4.7, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development. The German Federal Ministry for Education and Research (BMBF) followed suit in 2015 and launched a high scale national monitoring of the current state of ESD implementation. In this context, suitable ESD indicators should be analyzed to inform policy and research agendas. The present project is part of the national monitoring within Germany’s Global Action Program (GAP) actions. The research team at the University of Education in Freiburg conducted a study to evaluate the accessibility of data and the measurability of ESD-relevant teacher training (TT). During the two-step procedure for data collection on ESD-relevant TTs in Germany, an extensive list of ESD related search terms first captured 66,935 TTs with possible ESD relevance in the evaluation period. Second, the collected data was analyzed using Mayring’s qualitative content analysis. The 66,935 TTs were thereby reduced to 3818 TTs with different degrees of ESD relevance. The results of the evaluation study show that suitable ESD indicators, the FESD (formula for the ESD-indicator for TTs) (basic), FESD (basic, rated) and FESD (pro), could be developed and calculated for 15 of 16 federal states in Germany. The gathered insights show a path towards ESD monitoring in TT to clarify the needs and achievements of ESD implementation in the field of continuing education of teachers. However, the presented indicators only show a possible path for ESD indicator development. A comprehensive set of ESD indicators should also focus on the micro or output (e.g., ESD competencies) level. These insights for the future seem worth striving for not only in Germany or on the national level but also internationally to foster ESD, Target 4.7 of the SDGs and the SDGs in general.
Eva-Maria Waltner; Werner Rieß; Antje Brock. Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany. Sustainability 2018, 10, 2508 .
AMA StyleEva-Maria Waltner, Werner Rieß, Antje Brock. Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany. Sustainability. 2018; 10 (7):2508.
Chicago/Turabian StyleEva-Maria Waltner; Werner Rieß; Antje Brock. 2018. "Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany." Sustainability 10, no. 7: 2508.
Markus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold. Training Interventions to Foster Skill and Will of Argumentative Thinking. The Journal of Experimental Education 2017, 86, 325 -343.
AMA StyleMarkus H. Hefter, Alexander Renkl, Werner Riess, Sebastian Schmid, Stefan Fries, Kirsten Berthold. Training Interventions to Foster Skill and Will of Argumentative Thinking. The Journal of Experimental Education. 2017; 86 (3):325-343.
Chicago/Turabian StyleMarkus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold. 2017. "Training Interventions to Foster Skill and Will of Argumentative Thinking." The Journal of Experimental Education 86, no. 3: 325-343.
Markus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold. Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction 2015, 39, 11 -22.
AMA StyleMarkus H. Hefter, Alexander Renkl, Werner Riess, Sebastian Schmid, Stefan Fries, Kirsten Berthold. Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction. 2015; 39 ():11-22.
Chicago/Turabian StyleMarkus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold. 2015. "Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values." Learning and Instruction 39, no. : 11-22.
Markus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries. Evaluative Knowledge Test. PsycTESTS Dataset 2014, 1 .
AMA StyleMarkus H. Hefter, Kirsten Berthold, Alexander Renkl, Werner Riess, Sebastian Schmid, Stefan Fries. Evaluative Knowledge Test. PsycTESTS Dataset. 2014; ():1.
Chicago/Turabian StyleMarkus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries. 2014. "Evaluative Knowledge Test." PsycTESTS Dataset , no. : 1.
Markus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries. Generative Knowledge Test. PsycTESTS Dataset 2014, 1 .
AMA StyleMarkus H. Hefter, Kirsten Berthold, Alexander Renkl, Werner Riess, Sebastian Schmid, Stefan Fries. Generative Knowledge Test. PsycTESTS Dataset. 2014; ():1.
Chicago/Turabian StyleMarkus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries. 2014. "Generative Knowledge Test." PsycTESTS Dataset , no. : 1.
This study’s goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the study: special lessons designed to promote systems thinking, a computer‐simulated scenario on the topic “ecosystem forest,” and a combination of both special lessons and the computer simulation. These groups were then compared to a control group. A questionnaire was used to assess systems thinking skills of 424 sixth‐grade students of secondary schools in Germany. The assessment differentiated between a conceptual understanding (measured as achievement score) and a reflexive justification (measured as justification score) of systems thinking. The following control variables were used: logical thinking, grades in school, memory span, and motivational goal orientation. Based on the pretest–posttest control group design, only those students who received both special instruction and worked with the computer simulation showed a significant increase in their achievement scores. The justification score increased in the computer simulation condition as well as in the combination of computer simulation and lesson condition. The possibilities and limits of promoting various forms of systems thinking by using realistic computer simulations are discussed.
Werner Riess; Christoph Mischo. Promoting Systems Thinking through Biology Lessons. International Journal of Science Education 2009, 32, 705 -725.
AMA StyleWerner Riess, Christoph Mischo. Promoting Systems Thinking through Biology Lessons. International Journal of Science Education. 2009; 32 (6):705-725.
Chicago/Turabian StyleWerner Riess; Christoph Mischo. 2009. "Promoting Systems Thinking through Biology Lessons." International Journal of Science Education 32, no. 6: 705-725.
In den Naturwissenschaften gilt eine systemtheoretische Betrachtung verschiedener Gegenstandsbereiche als bewährt und ist allgemein anerkannt. In der Biologie werden beispielsweise Lebewesen als äußerst komplizierte Systeme verstanden, die wiederum selbst nur als Teile noch größerer und noch komplexerer Systeme von Populationen, Ökosystemen und letztendlich der gesamten Biosphäre aufgefasst werden können. Unter einem System wird hier mit (2003) ein Komplex verstanden, dessen Komponenten (= Systemelemente) miteinander kommunizieren, d.h. in steter Wechselwirkung stehen. Ein System hat durch die Beziehung seiner Einzelteile eine besondere Ordnung oder Struktur. Die Komplexität von Systemen beruht dabei nicht nur auf der großen Zahl der Bausteine, sondern auf den starken und vielgestaltigen Wechselwirkungen zwischen den verschiedenen Bausteinen und ihrer strukturellen und funktioneilen Integration in immer größere Gesamtsysteme. Aufgrund der vielen Einflussgrößen und Wechselwirkungen, der meist hohen Nichtlinearität sowie der meist vorhandenen sehr starken Abhängigkeit von Anfangsoder Randbedingungen sind auch lebende komplexe Systeme häufig nicht exakt berechenbar und zeigen oft stochastische Züge (vgl. Schurz 2006). Hieraus resultieren eine zunehmende Einzigartigkeit von Systemen und die Beobachtung, dass komplexe Systeme sich trotz gleicher äußerer Bedingungen unterschiedlich verhalten können. Folglich führt die Untersuchung komplexer Systeme meist zu einer großen Zahl von Regeln, selten jedoch zur Bestimmung strenger Gesetzmäßigkeiten.
Werner Ries; Christoph Mischo. Entwicklung und erste Validierung eines Fragebogens zur Erfassung des systemischen Denkens in nachhaltigkeitsrelevanten Kontexten. Kompetenzen der Bildung für nachhaltige Entwicklung 2008, 215 -232.
AMA StyleWerner Ries, Christoph Mischo. Entwicklung und erste Validierung eines Fragebogens zur Erfassung des systemischen Denkens in nachhaltigkeitsrelevanten Kontexten. Kompetenzen der Bildung für nachhaltige Entwicklung. 2008; ():215-232.
Chicago/Turabian StyleWerner Ries; Christoph Mischo. 2008. "Entwicklung und erste Validierung eines Fragebogens zur Erfassung des systemischen Denkens in nachhaltigkeitsrelevanten Kontexten." Kompetenzen der Bildung für nachhaltige Entwicklung , no. : 215-232.
Lernprozesse sind schon seit langem Gegenstand der Allgemeinen und der Angewandten Psychologie. In der Allgemeinen Psychologie werden im Rahmen der meist experimentellen Lernforschung allgemeine Gesetzmäßigkeiten des Lernens beim Menschen und bei Tieren untersucht.
Werner Rieß. Lehr-Lern-Forschung im Rahmen der Bildung für eine nachhaltige Entwicklung (BNE). Bildung für eine nachhaltige Entwicklung 2006, 17 -31.
AMA StyleWerner Rieß. Lehr-Lern-Forschung im Rahmen der Bildung für eine nachhaltige Entwicklung (BNE). Bildung für eine nachhaltige Entwicklung. 2006; ():17-31.
Chicago/Turabian StyleWerner Rieß. 2006. "Lehr-Lern-Forschung im Rahmen der Bildung für eine nachhaltige Entwicklung (BNE)." Bildung für eine nachhaltige Entwicklung , no. : 17-31.
Ab Anfang der 1970er Jahre fand die Umweltthematik in zunehmendem Maße Eingang in den politischen Diskurs. Etwas später nahm sich die Pädagogik dieses Themas an und entwickelte in der Folgezeit eine Fülle an Konzeptionen und einige bedeutsame Theorien. Der entsprechende pädagogische Zweig wurde zunächst Umwelterziehung dann Umweltbildung genannt (vgl. zur Geschichte der Umweltbildung: Bolscho & Seybold 1996). Die Umweltbildung bekam nach Jahren kontinuierlicher Weiterentwicklung mit der Konferenz der Vereinten Nationen zu Umwelt und Entwicklung in Rio de Janeiro im Jahre 1992 einen außerordentlichen Impuls, der zu einer radikalen Neuausrichtung führte. Hatte sie bis 1992 den Fokus schwerpunktmäßig auf ökologische Themenfelder gerichtet, berücksichtigte sie ab diesem Zeitpunkt in ihren Überlegungen und Ausführungen verstärkt ökonomische und soziale Implikationen des Mensch-Naturverhältnisses. Die Vorstellung einer „nachhaltigen Entwicklung“ wurde zu einem bedeutenden Ausgangspunkt von sowohl konzeptionellen als auch empirischen Arbeiten in der Umweltbildung. In der Rio-Deklaration selbst wird im Grundsatz 3 formuliert, was unter nachhaltiger Entwicklung von Gesellschaften verstanden werden soll: „Das Recht auf Entwicklung muss so erfüllt werden, dass den Ent-wicklungs- und Umweltbedürfnissen heutiger und zukünftiger Generationen in gerechter Weise entsprochen wird“ (Bundesminister für Umwelt, Naturschutz und Reaktorsicherheit (Hrsg.), o.J., S. 41 (Rio-Deklaration)).
Werner Rieß. Grundlagen der empirischen Forschung zur Bildung für eine nachhaltige Entwicklung (BNE). Bildung für eine nachhaltige Entwicklung 2006, 9 -16.
AMA StyleWerner Rieß. Grundlagen der empirischen Forschung zur Bildung für eine nachhaltige Entwicklung (BNE). Bildung für eine nachhaltige Entwicklung. 2006; ():9-16.
Chicago/Turabian StyleWerner Rieß. 2006. "Grundlagen der empirischen Forschung zur Bildung für eine nachhaltige Entwicklung (BNE)." Bildung für eine nachhaltige Entwicklung , no. : 9-16.
Bildung für nachhaltige Entwicklung (BfN) wird oft als Ablösung der Umweltbildung oder zumindest als eine Weiterentwicklung und Ausweitung dieses Bildungsauftrages von Schule angesehen. So heißt es beispielsweise im Orientierungsrahmen der Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung (BLK):
Hansjörg Seybold; Werner Ries. Bildung für nachhaltige Entwicklung in der Grundschule — eine empirische Studie. Entwicklungszeiten 2004, 233 -238.
AMA StyleHansjörg Seybold, Werner Ries. Bildung für nachhaltige Entwicklung in der Grundschule — eine empirische Studie. Entwicklungszeiten. 2004; ():233-238.
Chicago/Turabian StyleHansjörg Seybold; Werner Ries. 2004. "Bildung für nachhaltige Entwicklung in der Grundschule — eine empirische Studie." Entwicklungszeiten , no. : 233-238.