Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Maria Turkenburg‐van Diepen"'
Autor:
Lynda Dunlop, Elizabeth Rushton, Lucy Atkinson, Eef Cornelissen, Jelle De Schrijver, Tetiana Stadnyk, Joshua Stubbs, Chrissy Su, Maria Turkenburg-van Diepen, Fernanda Veneu, Celena Blake, Saul Calvert, Clémentine Dècle, Kirndeep Dhassi, Rosalind Edwards, Greta Malaj, Jovana Mirjanić, William Saunders, Yara Sinkovec, Suzan Vellekoop, Xinyue Yuan
Publikováno v:
International journal of science education. Part B : communication and public engagement
Large-scale intervention in the Earth’s climate system (‘geoengineering’ or ‘climate engineering’) is increasingly present in discussions about possible responses to climate change. Research has tended to focus on the acceptability of geoen
Autor:
Elizabeth A.C. Rushton, Lynda Dunlop, Lucy Atkinson, Laura Price, Joshua E. Stubbs, Maria Turkenburg-van Diepen, Lucy Wood
Publikováno v:
Children's Geographies. 21:137-146
Publikováno v:
Cultural Studies of Science Education. 16:557-579
Hydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (o
Publikováno v:
Local Environment. 26:110-130
Youth perspectives on energy interventions are rarely sought or acted on in local and national policy, despite the stake young people have in the future created by today’s energy and environmental policies. The debate on unconventional shale gas de
Teacher and youth priorities for education for environmental sustainability : a co-created manifesto
Autor:
Lynda Dunlop, Elizabeth A. C. Rushton, Lucy Atkinson, Jacquie Ayre, Andrea Bullivant, Jane Essex, Laura Price, Amanda Smith, Maisy Summer, Joshua E. Stubbs, Maria Turkenburg‐van Diepen, Lucy Wood
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto-making to identify young people’s (aged 16-18 years) and teachers’ priorities for education f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::70aca946fb4077815a3a8b42fe3a9389
https://eprints.whiterose.ac.uk/185143/6/British_Educational_Res_J_2022_Dunlop_Teacher_and_youth_priorities_for_education_for_environmental_sustainability_A.pdf
https://eprints.whiterose.ac.uk/185143/6/British_Educational_Res_J_2022_Dunlop_Teacher_and_youth_priorities_for_education_for_environmental_sustainability_A.pdf
Publikováno v:
Children's Geographies. 19:291-299
This viewpoint concerns the places and spaces for youth participation in climate activism in formal education and considers what is – and what ought to be – the role of schools and teachers in nurt...
Publikováno v:
International Journal of Science Education. 42:1715-1738
Open-ended investigative work is important for science at the high school level because it provides students with experiences approaching the authentic practice of scientists. In England context, s...
Publikováno v:
International Journal of Science Education, Part B. 10:187-203
Since the Apollo missions, human spaceflight has been advocated as a means of promoting positive attitudes towards science. In 2015, Principia launched Britain's first government-funded astronaut t...
Publikováno v:
Chemistry Education Research and Practice. 21:714-729
Fracking is a controversial process that requires both chemical and political knowledge in order for young people to make informed decisions and hold industry and government to account. It does not appear in the English chemistry curriculum and littl
A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions because these decisions can have intergenerational consequen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9d422a960a358c405353b8cd576df512
https://eprints.whiterose.ac.uk/175075/1/berj.3737.pdf
https://eprints.whiterose.ac.uk/175075/1/berj.3737.pdf