Publication - Research and analysis

Educational outcomes of Learning for Sustainability: literature review

Published: 28 Jan 2020

Literature review exploring the impact of Learning for Sustainability on educational outcomes.

110 page PDF

908.9 kB

110 page PDF

908.9 kB

Contents
Educational outcomes of Learning for Sustainability: literature review
Appendix E Secondary Search (14 articles comprising the secondary database)

110 page PDF

908.9 kB

Appendix E Secondary Search (14 articles comprising the secondary database)

*Rating Paper Notes
Maloni, M. J, & Paul, R. (2011). A Service Learning Campus Sustainability Project. Decision Sciences Journal of Innovative Education, 9(1), 101–106. https://doi.org/10.1111/j.1540- 4609.2010.00297.x
Summerfield, L., & Wells, S. (2018). Essential Learning for Sustainability: Gifford Pinchot's lessons for educating leaders today. Journal of Sustainability Education, 1. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=eue&AN=127664435&site=ehost- live
Alvarez, A. & Rogers, J. (2006). Going 'out there': learning about sustainability in place. International Journal of Sustainability in Higher Education, 7(2), 176–188. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=eue&AN=21342397&site=ehost-live
Najjar, D., Spaling, H., Sinclair, A. J., & Dina Najjar, H. S. and A. J. S. (2013). Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya. International Journal of Educational Development, 33(5), 466–475. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=bri&AN=BEI.220825&site=ehost- live Included above – ESD – gender equality.
Moyer, J., Sinclair, A., & Diduck, A. (2014). Learning for Sustainability Among Faith- Based Organizations in Kenya. Environmental Management, 54(2), 360–372. https://doi.org/10.1007/s00267-014-0289-8
Jónsdóttir, Á. (2015). Teaching and Learning for Sustainability: An Icelandic practice-based research. International Journal of Education through Art, 11(3), 391–406. https://doi.org/10.1386/eta.11.3.391pass:[_]1
Schneider, H. D., Livitz, I. E., & Schneider, D. (2013). Sustainable Learning for Sustainability. Journal of Organisational
Transformation & Social Change, 10(2), 124– 147. https://doi.org/10.1179/1477963313Z.000000 [0009]
Murakami, C. D. (2013). Learning Gardens and Sustainability Education: Bringing Life to Schools and Schools to Life. Science Education, 97(2), 333–335. https://doi.org/10.1002/sce.21039-
Lake, D., Fernando, H., & Eardley, D. (2016). The social lab classroom: wrestling with—and learning from—sustainability challenges. Sustainability: Science, Practice & Policy, 12(1), 76–87. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=8gh&AN=117499466&site=ehost- live
* Fleming, M., & Dawson, R. (2013). Outdoor learning and sustainability education. School Science Review, 95(351), 61–66. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=bri&AN=92804044&site=ehost-live Examples of science in OL and OL in the community. Article based on conference presentation
** Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical play types: what do they suggest for learning about sustainability in early childhood education? International Journal of Early Childhood, 45(3), 327–346. https://doi.org/10.1007/s13158-013-0082-5 ECE for sustainability. Considers play type with engagement with biodiversity concepts in ways most likely to support knowledge construction.
** Owens, C., Sotoudehnia, M., & Erickson- McGee, P. (2015). Reflections on teaching and Learning for Sustainability from the Cascadia Sustainability Field School. Journal of Geography in Higher Education, 39(3), 313–327. https://doi.org/10.1080/03098265.2015.10387 [01] Field study for sustainability. Links practical work with critical reflection – and its effects on student perceptions.
** Affeldt, F., Tolppanen, S., Aksela, M., & Eilks, I. (2017). The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students – a joint perspective from two cases in Finland and Germany. Chemistry Education: Research & Practice, 18(1), 13– 25. https://doi.org/10.1039/c6rp00212a Practical science learning in university and research labs. Sustainability issues provide valuable contexts for chemistry learning – both formal and non-formal.
*** Bamber, P., Bullivant, A., Glover, A., King, B., & McCann, G. (2016). A comparative review of policy and practice for education for sustainable development/education for global citizenship (ESD/GC) in teacher education across the four nations of the UK. Management in Education (Sage Publications, Ltd.), 30(3), 112–120. https://doi.org/10.1177/0892020616653179 Teacher education focused. Mentions implications for standards and pedagogy. No mention of OL – just SED/GC.

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Email: Heather.Tibbetts@gov.scot