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World Trends in Education for Sustainable Development

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Edited By Walter Leal Filho

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations. A special feature of this book is that it not only presents a wide range of philosophies, approaches, methods and analyses with respect to education for sustainable development across the world, but also documents and disseminates concrete case studies, which show how education for sustainable development may be realized in practice.

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The Secret Garden: Geocaching Links the Classroom to the Campus

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Jim Perry, Andy Jenks Abstract Purpose: Experiential learning engages students and advances learning objec- tives. UCache is an experiential, on-campus, geocaching experience. Design/Methodology/Approach: During six weeks in Fall semester, students find 10 caches, relate conditions at the cache location to class content, and post an- swers to reflective questions. We evaluated UCache with pre- and post-tests over two years. Findings: Students rated the UCache experience very positively. Pre-post differ- ences in both attitudes and knowledge were significant (p 1 environmental changes 0- No wildlife and no environmental The Secret Garden: Geocaching Links the Classroom to the Campus 243 2. Describe, in at least one full sentence each, five components of what you think should be included in a St Paul campus environmental quality monitor- ing program 5- Five variables, measurable and indicative, defended 4- Three to four variables, measurable and indicative, defended 3- One to two variables, measureable and indicative, defended 2- Three to five variables listed, related to the question, but not actionable or indicative 1- One to two variables listed, related to the question, but not actionable or indicative 3. List as many problem animals as you can that occur on the St Paul campus Tabulation of number of species, giving credit only for animals judged to be a problem (e.g. excluding red-tailed hawks or armadillos) 4. For any one, describe why it is a problem and what might be possible actions for its management. 5- Excellent description of an identifiable problem, at least two reasonable actions 4-...

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