Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments
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| Titel: | Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments |
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| Autoren: | Sass, Wanda, Pauw, Jelle Boeve-de, Olsson, Daniel, 1970, Gericke, Niklas, 1970, Van Petegem, Peter |
| Quelle: | Knowledge and Willingness to Act Pro-Environmentally IEA Research for Education. :11-20 |
| Schlagwörter: | 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 |
| Beschreibung: | 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. |
| Dateibeschreibung: | |
| Zugangs-URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-103486 https://doi.org/10.1007/978-3-031-76033-4_2 |
| Datenbank: | SwePub |
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