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"Rauch, Franz"
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Competences for Education for Sustainable Development in Teacher Education
Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competencemodel for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples.
Journal Article
Insights into scaling up a nationwide learning and teaching initiative on various levels
Scaling up educational innovations is a complex endeavour. It often fails or is only successful to a limited extent. More knowledge is therefore needed about the factors that lead to successful scaling up and about the challenges in doing so. The factors fostering the scaling up of educational innovations depend on the level where innovations are expected—at the teachers', schools', regional or at the national level. There is a lack of knowledge about these factors and their interconnectedness, in particular regarding large initiatives aiming at innovations at some or even at all of these levels. This paper reports a meta-study building on several existing empirical studies, theoretical considerations and complementing new studies related to the multi-layered nationwide initiative IMST (Innovations Make Schools Top) in Austria. The meta-study synthesises findings and considerations regarding IMST and aims to analyse and identify relevant fostering factors and challenges. The diffusion of innovation (DOI) theory and the self-determination theory (SDT) are used as lenses on the complex topic of scaling up of educational innovations. The meta-study highlights the particular relevance of the factors needfor competence (referring to SDT) as well as relative advantage and trialability (both referring to DOI) in scaling up the initiative. As major challenges, we highlight the interconnection between individual and organisational learning, the balance between a bottom-up and top-down strategy and the need to further build up resources in subject didactics in Austria. Finally, we sketch ideas how to further develop IMST.
Journal Article
Promoting Change Through Action Research
\"Bringing a different world into existence--Action Research as a trigger for innovations\" was the overarching theme and vision of the international CARN Conference 2011 in Vienna. The chapters in this book are drawn mainly from conference contributions. This book offers what some critics believe has been missing in recent action research literature, namely first person accounts of action researchers who endeavour to change working conditions and social relations in their environment through the conduct of action research.
eBook
Seven years of the GAIA Masters Student Paper Award
Fischer discusses the GAIA Masters Student Paper Award. The award developed into a great success with around 100 submissions from 13 countries and-as of last year-six papers making it into GAIA as peer reviewed research papers. This year, for the first time, the jury is awarding two winners. Both commendably represent the spirit of GAIA in the ways they address sustainability challenges: Rebekka Diestelkamp, who thoughtfully assembled a variety of approaches to address the question of how people construct niches for sustainability experiments, using an immersive ethnographic case study; and Christian Schnurr, who approached the question of how differently distinctions between natural and artificial substances are constructed from a natu ral and literary science perspective, thus making a genuinely interdisciplinary contribution to how language frames the way we communicate about sustainability.
Journal Article
(Weiter)Bildung und nachhaltige Entwicklung für Hochschullehrende: Neues Zertifikat für Bildung und Nachhaltige Entwicklung (BuNE-Z)
Nachhaltige Entwicklung ist angesichts der großen und dringenden globalen Herausforderungen eine für die gesamte Gesellschaft mehr denn je fordernde Aufgabe. Bildung ist ein Fundament zur Sensibilisierung, Bewusstseinsbildung und Entwicklung von Kompetenzen, die Menschen
zukünftig befähigen, im Sinne einer nachhaltigen Entwicklung aktiv zu agieren. Doch wie kommen die erforderlichen Kompetenzen in das Bildungssystem?
Journal Article
(Weiter)Bildung und nachhaltige Entwicklung für Hochschullehrende
Nachhaltige Entwicklung ist angesichts der großen und dringenden globalen Herausforderungen eine fü r die gesamte Gesellschaft mehr denn je fordernde Aufgabe. Bildung ist ein Fundament zur Sensibilisierung, Bewusstseinsbildung und Entwicklung von Kompetenzen, die Menschen zukünftig befähigen, im Sinne einer nachhaltigen Entwicklung aktiv zu agieren. Doch wie kommen die erforderlichen Kompetenzen in das Bildungssystem
Journal Article
How to allocate the chemistry curriculum between science and society
Chemistry curricula as a whole, or single lesson plans can use different approaches towards the learning of chemistry. Some are arranged parallel to academic chemistry; others provide meaningful contexts to motivate the learning of chemistry. Chemistry curriculum approaches can stem from the structure of the discipline, or history of chemistry, via everyday life contexts, industrial applications, or environmental issues, towards socio-scientific issues. This chapter suggests that every chemistry curriculum and even every single lesson plan uses one of these approaches. Each approach has a different justification, each one has different potential for promoting a certain set of objectives. One has to be aware, that by selecting one of the approaches the curriculum also gives the learner a certain emphasis towards chemistry. An overview about the different objectives and justifications is given to provide a range of possibilities for structuring chemistry curricula.
Book Chapter
Nature Learning - early childhood nature experience and sustainability education
Recent studies confirm that children profit greatly from being in contact with nature. A large body of research focuses on children's psychological development in this respect. While the social and physical aspects are also well researched, less studies focus on the relationship between early childhood nature experience and sustainability education. In this paper, the central research question is concerned with this nexus, asking how children, who spend a lot of time outdoors, a) perceive nature, b) in what ways they act towards protecting nature and c) which competences they show in relation to sustainable development. In order to answer these research questions, two case studies were conducted in an Austrian Kindergarten and a primary school. The findings show that the children in both institutions have a diverse image of nature, a close relationship with nature, are invested in protecting their environment and show several competences, which are considered vital for sustainability education. Thus, the findings indicate, that increasing the amount of time children spend outdoors could positively contribute towards a more sustainable future.
Journal Article
Teaching chemistry - a studybook : a practical guide and textbook for student teachers, teacher trainees and teachers
This book focuses on developing and updating prospective and practicing chemistry teachers' pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom.
eBook