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Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments

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Název: Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments
Autoři: Sass, Wanda, Pauw, Jelle Boeve-de, Olsson, Daniel, 1970, Gericke, Niklas, 1970, Van Petegem, Peter
Zdroj: Knowledge and Willingness to Act Pro-Environmentally IEA Research for Education. :11-20
Témata: Action, Action competence, Action competence in sustainable development (ACiSD), Education for sustainable development (ESD), Environmental education, International civic and citizenship education study (ICCS), International large-scale assessment (ILSA), Sustainability, Trends in international mathematics and science study (TIMSS), Biology, Biologi
Popis: Sustainable development is a prominent issue on the agendas of citizens, policymakers, practitioners, and scholars alike. Conceptual frameworks have been suggested to guide teaching-learning processes in order to prepare future generations for sustainability challenges. One such framework is action competence in sustainable development (ACiSD) as a learning outcome of action-oriented education for sustainable development (ESD). The current chapter introduces the main components of this ACiSD-ESD conceptual framework for its operationalization using data from international large-scale assessments. ACiSD is defined by the acquisition of relevant knowledge and skills, a strong motivation from within, and confidence both in one’s own capacities for inducing change and in a positive outcome of sustainability actions. ESD is characterized by holism, pluralism and participation, and an orientation toward action. Currently, international large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS) and International Civic and Citizenship Education Study (ICCS) are evolving towards providing opportunities to operationalize the ACiSD-ESD conceptual framework. This may enable monitoring ESD learning outcomes and sharing good practices on an international basis.
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Přístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-103486
https://doi.org/10.1007/978-3-031-76033-4_2
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  Data: Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments
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  Data: <searchLink fieldCode="AR" term="%22Sass%2C+Wanda%22">Sass, Wanda</searchLink><br /><searchLink fieldCode="AR" term="%22Pauw%2C+Jelle+Boeve-de%22">Pauw, Jelle Boeve-de</searchLink><br /><searchLink fieldCode="AR" term="%22Olsson%2C+Daniel%22">Olsson, Daniel</searchLink>, 1970<br /><searchLink fieldCode="AR" term="%22Gericke%2C+Niklas%22">Gericke, Niklas</searchLink>, 1970<br /><searchLink fieldCode="AR" term="%22Van+Petegem%2C+Peter%22">Van Petegem, Peter</searchLink>
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  Data: <i>Knowledge and Willingness to Act Pro-Environmentally IEA Research for Education</i>. :11-20
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  Data: <searchLink fieldCode="DE" term="%22Action%22">Action</searchLink><br /><searchLink fieldCode="DE" term="%22Action+competence%22">Action competence</searchLink><br /><searchLink fieldCode="DE" term="%22Action+competence+in+sustainable+development+%28ACiSD%29%22">Action competence in sustainable development (ACiSD)</searchLink><br /><searchLink fieldCode="DE" term="%22Education+for+sustainable+development+%28ESD%29%22">Education for sustainable development (ESD)</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br /><searchLink fieldCode="DE" term="%22International+civic+and+citizenship+education+study+%28ICCS%29%22">International civic and citizenship education study (ICCS)</searchLink><br /><searchLink fieldCode="DE" term="%22International+large-scale+assessment+%28ILSA%29%22">International large-scale assessment (ILSA)</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Trends+in+international+mathematics+and+science+study+%28TIMSS%29%22">Trends in international mathematics and science study (TIMSS)</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Biologi%22">Biologi</searchLink>
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  Label: Description
  Group: Ab
  Data: Sustainable development is a prominent issue on the agendas of citizens, policymakers, practitioners, and scholars alike. Conceptual frameworks have been suggested to guide teaching-learning processes in order to prepare future generations for sustainability challenges. One such framework is action competence in sustainable development (ACiSD) as a learning outcome of action-oriented education for sustainable development (ESD). The current chapter introduces the main components of this ACiSD-ESD conceptual framework for its operationalization using data from international large-scale assessments. ACiSD is defined by the acquisition of relevant knowledge and skills, a strong motivation from within, and confidence both in one’s own capacities for inducing change and in a positive outcome of sustainability actions. ESD is characterized by holism, pluralism and participation, and an orientation toward action. Currently, international large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS) and International Civic and Citizenship Education Study (ICCS) are evolving towards providing opportunities to operationalize the ACiSD-ESD conceptual framework. This may enable monitoring ESD learning outcomes and sharing good practices on an international basis.
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      – SubjectFull: Action
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      – SubjectFull: Action competence
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              Y: 2025
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