| ISBN13: | 9783031760327 |
| ISBN10: | 3031760328 |
| Kötéstípus: | Keménykötés |
| Terjedelem: | 184 oldal |
| Méret: | 235x155 mm |
| Nyelv: | angol |
| Illusztrációk: | 4 Illustrations, black & white; 30 Illustrations, color |
| 700 |
Vizsgára felkészítő anyagok
Oktatásügy
Nevelési módszerek és gyógypedagógia
További könyvek a pedagógia területén
Vizsgára felkészítő anyagok (karitatív célú kampány)
Oktatásügy (karitatív célú kampány)
Nevelési módszerek és gyógypedagógia (karitatív célú kampány)
További könyvek a pedagógia területén (karitatív célú kampány)
Knowledge and Willingness to Act Pro-Environmentally
EUR 53.49
Kattintson ide a feliratkozáshoz
This open access book utilizes data from two large-scale international assessments?TIMSS 2019 and ICCS 2016?to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.
This open access book utilizes data from two large-scale international assessments?TIMSS 2019 and ICCS 2016?to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.
Foreword.- Preface.- Chapter 1: Knowledge and Willingness to Act Pro-environmentally. Perspectives from IEA TIMSS 2019 and ICCS 2016 Data ? An Introduction: Maria Magdalena Isac, Wanda Sass, and Andrés Sandoval-Hernández.- Chapter 2: Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments: Wanda Sass, Jelle Boeve-de Pauw, Daniel Olsson, Niklas Gericke, and Peter Van Petegem.- Chapter 3: Operationalization and Methodology in TIMSS: Rolf Strietholt, Purya Baghaei, Yuan-Ling Liaw, Sabine Meinck, and Andrés Strello.- Chapter 4: Environmental Knowledge: Conceptualization and Measurement: Yuan-Ling Liaw, Purya Baghaei, Rolf Strietholt, Sabine Meinck, and Andrés Strello.- Chapter 5: Inequalities on Environmental Knowledge: Andrés Strello, Rolf Strietholt, Yuan-Ling Liaw, Purya Baghaei, and Sabine Meinck.- Chapter 6: School Practices and Environmental Knowledge: Sabine Meinck, Andrés Strello, Yuan-Ling Liaw, Rolf Strietholt, and Purya Baghaei.- Chapter 7: Operationalization and Methodology in ICCS: Diego Carrasco.- Chapter 8: Willingness to Act Pro-Environmentally: Conceptualization and Country Comparisons: Cristobal Villalobos and Diego Carrasco.- Chapter 9: Inequalities on Willingness to Act Pro-Environmentally: Daniel Miranda and Diego Carrasco.- Chapter 10: School Factors and Students? Willingness to Act Pro-Environmentally in the Future: Ernesto Trevi?o and Diego Carrasco.- Chapter 11: Environmental Knowledge and Willingness to Act Pro-Environmentally ? Final Remarks: Maria Magdalena Isac, Wanda Sass, Andrés Sandoval-Hernández.
