Knowledge and Willingness to Act Pro-environmentally: Final Remarks
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| Titel: | Knowledge and Willingness to Act Pro-environmentally: Final Remarks |
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| Autoren: | Isac, Maria Magdalena, Sass, Wanda, Sandoval-Hernández, Andrés |
| Quelle: | Knowledge and Willingness to Act Pro-Environmentally IEA Research for Education. :1-10 |
| Schlagwörter: | Education for sustainable development (ESD), Environmental knowledge, International Civic and Citizenship Education Study (ICCS), Trends in International Mathematics and Science Study (TIMSS), Willingness to act pro-environmentally |
| Beschreibung: | This book leverages data from two major international large-scale assessments—the Trends in International Mathematics and Science Study (TIMSS) 2019 and the International Civic and Citizenship Education Study (ICCS) 2016—to investigate the extent to which education for sustainable development learning outcomes, such as environmental knowledge and willingness to act pro-environmentally, are achieved and fostered in various educational systems. This introductory chapter lays the foundation of this exploration, providing a comprehensive overview of the book’s conceptual framing, methodology, and structure, guiding readers through the subsequent chapters. Central to the book is the understanding of potential disparities in students’ environmental knowledge and their willingness to act pro-environmentally, both across and within nations. The book also examines the potential role of lower-secondary school learning opportunities in nurturing environmental knowledge and the intended behavior of young learners. |
| Dateibeschreibung: | |
| Zugangs-URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-103483 https://doi.org/10.1007/978-3-031-76033-4_11 |
| Datenbank: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | This book leverages data from two major international large-scale assessments—the Trends in International Mathematics and Science Study (TIMSS) 2019 and the International Civic and Citizenship Education Study (ICCS) 2016—to investigate the extent to which education for sustainable development learning outcomes, such as environmental knowledge and willingness to act pro-environmentally, are achieved and fostered in various educational systems. This introductory chapter lays the foundation of this exploration, providing a comprehensive overview of the book’s conceptual framing, methodology, and structure, guiding readers through the subsequent chapters. Central to the book is the understanding of potential disparities in students’ environmental knowledge and their willingness to act pro-environmentally, both across and within nations. The book also examines the potential role of lower-secondary school learning opportunities in nurturing environmental knowledge and the intended behavior of young learners. |
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| ISSN: | 23661631 2366164X |
| DOI: | 10.1007/978-3-031-76033-4_11 |