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Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.
Mirjam Braßler; Sandra Sprenger. Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development. Sustainability 2021, 13, 3494 .
AMA StyleMirjam Braßler, Sandra Sprenger. Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development. Sustainability. 2021; 13 (6):3494.
Chicago/Turabian StyleMirjam Braßler; Sandra Sprenger. 2021. "Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development." Sustainability 13, no. 6: 3494.
The issue of uncertainty about climate change as transparently communicated by scientists is integral to climate research. Both concepts - the complexity and the uncertainty of projection data - make climate research an exciting field and confront the population with major challenges. The scientific consensus of anthropogenic climate change is described, but there are also uncertainties, which for example, result from incomplete knowledge, creating tension in the field of climate research. This study provides an empirical contribution to climate change education, which is a central topic in Education for Sustainable Development (ESD), and shows how uncertainties are perceived from the students’ perspective. Guided interviews were conducted with high school students using Mayring’s approach of deductive category formation. We found interesting results among students in the area of uncertainties in climate modeling. Uncertainties due to limited knowledge about climate change and anthropogenic factors were less mentioned by the students, but they appeared to have much knowledge about the limits of climate modeling.
Mareike Schauss; Sandra Sprenger. Students’ conceptions of uncertainties in the context of climate change. International Research in Geographical and Environmental Education 2021, 1 -16.
AMA StyleMareike Schauss, Sandra Sprenger. Students’ conceptions of uncertainties in the context of climate change. International Research in Geographical and Environmental Education. 2021; ():1-16.
Chicago/Turabian StyleMareike Schauss; Sandra Sprenger. 2021. "Students’ conceptions of uncertainties in the context of climate change." International Research in Geographical and Environmental Education , no. : 1-16.
In supporting their students’ learning in the classroom, noticing is an important professional skill for teachers, encompassing perceiving and interpreting relevant incidents, as well as ad hoc decision-making. While noticing is an established research topic in other domains, it remains largely neglected in relation to the geography teacher. The paper compares the noticing skills of geography teachers at three different stages of their professional development. Qualitative content analysis of teachers’ think-aloud responses to video vignettes of geography teaching revealed that the three groups differed in terms of number of incidents perceived, interpretive stance, and decision-making.
Nina Scholten; Sandra Sprenger. Teachers’ Noticing Skills during Geography Instruction: An Expert-Novice Comparison. Journal of Geography 2020, 119, 206 -214.
AMA StyleNina Scholten, Sandra Sprenger. Teachers’ Noticing Skills during Geography Instruction: An Expert-Novice Comparison. Journal of Geography. 2020; 119 (6):206-214.
Chicago/Turabian StyleNina Scholten; Sandra Sprenger. 2020. "Teachers’ Noticing Skills during Geography Instruction: An Expert-Novice Comparison." Journal of Geography 119, no. 6: 206-214.
Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.
Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences 2019, 9, 260 .
AMA StyleJens Christian Benninghaus, Andreas Mühling, Kerstin Kremer, Sandra Sprenger. The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences. 2019; 9 (4):260.
Chicago/Turabian StyleJens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. 2019. "The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development." Education Sciences 9, no. 4: 260.
Teachers are confronted with multiple stimuli during instruction. To teach responsively, they must be able to identify and address classroom incidents that are critical for student learning. In the literature, the term “noticing” is used to refer to teachers’ perception and interpretation of such incidents, as well as the associated decision-making. This qualitative study explores geography teachers’ ability to notice pertinent stimuli. For this purpose, two staged video vignettes of subject-specific critical incidents were constructed. Expert geography teachers watched the vignettes, stopping them to comment whenever they noticed something critical. The findings indicate that a majority of teachers perceived the incidents in the manner intended by the authors. Analysis of the teachers’ comments revealed four types of interpretation. While the participants did not always make a decision about how to respond to an incident, the analysis also identified two types of decision-making.
Nina Scholten; Dietmar Höttecke; Sandra Sprenger. How do geography teachers notice critical incidents during instruction? International Research in Geographical and Environmental Education 2019, 29, 163 -177.
AMA StyleNina Scholten, Dietmar Höttecke, Sandra Sprenger. How do geography teachers notice critical incidents during instruction? International Research in Geographical and Environmental Education. 2019; 29 (2):163-177.
Chicago/Turabian StyleNina Scholten; Dietmar Höttecke; Sandra Sprenger. 2019. "How do geography teachers notice critical incidents during instruction?" International Research in Geographical and Environmental Education 29, no. 2: 163-177.
This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts—a central issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption and to empower them for wise decisions about societal and personal well-being.
Albert Zeyer; Nuria Álvaro; Julia Arnold; J. Christian Benninghaus; Helen Hasslöf; Kerstin Kremer; Mats Lundström; Olga Mayoral; Jesper Sjöström; Sandra Sprenger; Valentín Gavidia; Alla Keselman. Addressing Complexity in Science|Environment|Health Pedagogy. Insights from Research in Science Teaching and Learning 2019, 153 -170.
AMA StyleAlbert Zeyer, Nuria Álvaro, Julia Arnold, J. Christian Benninghaus, Helen Hasslöf, Kerstin Kremer, Mats Lundström, Olga Mayoral, Jesper Sjöström, Sandra Sprenger, Valentín Gavidia, Alla Keselman. Addressing Complexity in Science|Environment|Health Pedagogy. Insights from Research in Science Teaching and Learning. 2019; ():153-170.
Chicago/Turabian StyleAlbert Zeyer; Nuria Álvaro; Julia Arnold; J. Christian Benninghaus; Helen Hasslöf; Kerstin Kremer; Mats Lundström; Olga Mayoral; Jesper Sjöström; Sandra Sprenger; Valentín Gavidia; Alla Keselman. 2019. "Addressing Complexity in Science|Environment|Health Pedagogy." Insights from Research in Science Teaching and Learning , no. : 153-170.
Anchored in the thirteenth of the Sustainable Development Goals (SDG), climate change is one of the key content areas in education for sustainable development. This evaluation study describes a school project that introduces students to scientific work and, more specifically, to scientific research methods in climate research. Using a pre-post design, the evaluation uses a scale measuring epistemological beliefs, as well as two other scales addressing the relevance of climate change in society and career prospects in the field of climate research. The quantitative questionnaire data indicate an increase in future career aspirations in the field of climate research. The qualitative interview data reveal positive changes in the understanding of science and show that an understanding of the nature of science can be promoted.
Mareike Schauss; Sandra Sprenger. Conceptualization and Evaluation of a School Project on Climate Science in the Context of Education for Sustainable Development (ESD). Education Sciences 2019, 9, 217 .
AMA StyleMareike Schauss, Sandra Sprenger. Conceptualization and Evaluation of a School Project on Climate Science in the Context of Education for Sustainable Development (ESD). Education Sciences. 2019; 9 (3):217.
Chicago/Turabian StyleMareike Schauss; Sandra Sprenger. 2019. "Conceptualization and Evaluation of a School Project on Climate Science in the Context of Education for Sustainable Development (ESD)." Education Sciences 9, no. 3: 217.
Maps are a central medium for teaching content in the classroom, especially for geography lessons. Maps hold great potential in educational contexts, as they are helpful for the visualization of complex facts. The United Nations General Assembly’s sustainable development goals (SDGs) are complex contents whose teaching is central to education in sustainable development. In order to evaluate the potential of maps for the teaching of SDG-relevant contexts, it is necessary to analyze the extent to which the contents of SDGs have thus far been implemented in educational materials. Qualitative content analysis was used as the methodological basis with a subsequent quantitative evaluation of a number of maps (N = 1.527). The main results represent priority implementation of SDG-related content in map materials in textbooks for older age groups, as well as in atlases. An underrepresentation was observed in temporal aspects and in changes. Implications for the design of educational materials are derived from these observations.
Sandra Sprenger; Carina Peter. An analysis of the representation of sustainable development goals in textbook maps and atlases in educational contexts. International Journal of Cartography 2019, 5, 269 -284.
AMA StyleSandra Sprenger, Carina Peter. An analysis of the representation of sustainable development goals in textbook maps and atlases in educational contexts. International Journal of Cartography. 2019; 5 (2-3):269-284.
Chicago/Turabian StyleSandra Sprenger; Carina Peter. 2019. "An analysis of the representation of sustainable development goals in textbook maps and atlases in educational contexts." International Journal of Cartography 5, no. 2-3: 269-284.
Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference “International Perspectives on Geography and Earth Science Teacher Education 2016” wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the research presentations and the discussion during and after the conference, several issues emerged: (1) the importance of the two subjects not losing sight of each other; (2) the need to overcome language barriers; (3) the question of standards/objectives for geography teacher education (e.g. with regard to teachers’ (P)CK); (4) media used in teacher education (including ways to improve them); (5) ways to improve learners’ geography and earth science content knowledge; and (6) strategies to increase teachers’ professionalism. We already suggest some specific steps teacher educators in the two fields can take to improve teacher education. Yet, it also became clear that more research and strengthening international collaborations are needed, as well as better communication of the results of these efforts to practitioners.
Kathrin Viehrig; Daniel Siegenthaler; Samuel Burri; Sibylle Reinfried; Sarah Bednarz; Marian Blankman; Theresa Bourke; Clare Brooks; Philippe Hertig; Joseph Kerski; Thomas Kisser; Michael Solem; Joseph Stoltman; Yvonne Behnke; Rod Lane; Marco Lupatini; Nina Scholten; Alexander Siegmund; Sandra Sprenger. Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education 2019, 43, 299 -322.
AMA StyleKathrin Viehrig, Daniel Siegenthaler, Samuel Burri, Sibylle Reinfried, Sarah Bednarz, Marian Blankman, Theresa Bourke, Clare Brooks, Philippe Hertig, Joseph Kerski, Thomas Kisser, Michael Solem, Joseph Stoltman, Yvonne Behnke, Rod Lane, Marco Lupatini, Nina Scholten, Alexander Siegmund, Sandra Sprenger. Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education. 2019; 43 (3):299-322.
Chicago/Turabian StyleKathrin Viehrig; Daniel Siegenthaler; Samuel Burri; Sibylle Reinfried; Sarah Bednarz; Marian Blankman; Theresa Bourke; Clare Brooks; Philippe Hertig; Joseph Kerski; Thomas Kisser; Michael Solem; Joseph Stoltman; Yvonne Behnke; Rod Lane; Marco Lupatini; Nina Scholten; Alexander Siegmund; Sandra Sprenger. 2019. "Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference." Journal of Geography in Higher Education 43, no. 3: 299-322.
Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students’ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts’ reference.
Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability 2019, 11, 722 .
AMA StyleJens Christian Benninghaus, Andreas Mühling, Kerstin Kremer, Sandra Sprenger. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability. 2019; 11 (3):722.
Chicago/Turabian StyleJens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. 2019. "Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries." Sustainability 11, no. 3: 722.
Nearly 15 years after the Rio Conference and 10 years after the Lucerne Declaration on Geographical Education for Sustainable Development we are interested to what extent the goals of this declaration have been implemented? What role does Geography play in Education for Sustainable Development in higher education? We analyzed the modules of 107 degree programs with Geography as a degree major or as a teacher training subject at 55 German universities, technical colleges and universities of education. We conducted a quantitative text analysis in which we searched the key words “Sustainability”, “Sustainable Development”, “Education for Sustainable Development” and “Nature-Society Studies” in the Module Regulations. Our data indicate great heterogeneity between the degree programs. The key words were predominantly found in majors in “Human Geography”, “Geography” and teacher training programs for “academic high schools”. Aspects of the results considered in the paper include: (a) differences in the orientation of degree programs, (b) varying degree of implementation in the modules, (c) different conceptual understanding of the principles of sustainability, (d) the extent to which concepts of Environmental Education and Education for Sustainable Development are mixed, (e) heterogeneity between mandatory courses and electives.
Sandra Sprenger; Birte Nienaber. (Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany. Journal of Geography in Higher Education 2017, 42, 157 -173.
AMA StyleSandra Sprenger, Birte Nienaber. (Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany. Journal of Geography in Higher Education. 2017; 42 (2):157-173.
Chicago/Turabian StyleSandra Sprenger; Birte Nienaber. 2017. "(Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany." Journal of Geography in Higher Education 42, no. 2: 157-173.