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What type of pedagogy is required in schools and classrooms to support sustainable green growth? A case study of Hong Kong within the international context
Citation
Maclean, R and Margarita, P, What type of pedagogy is required in schools and classrooms to support sustainable green growth? A case study of Hong Kong within the international context, Life in Schools and Classrooms - Past, Present and Future, Springer Nature Singapore Pte Ltd., R Maclean (ed), Singapore, pp. 101-118. ISBN 978-981-10-3652-1 (2017) [Research Book Chapter]
Copyright Statement
Copyright 2017 Springer Nature Singapore Pty Ltd.
Abstract
Schools are one of the major agents of socialisation in society along with
the family, community, mass media and peer group. One of the important functions
or purpose of education and schooling is to equip learners to live and work effectively
in an ever-changing and evolving society. As new and growing challenges
emerge which need to be met, such as concerns about environmental issues including
destruction of the environment, global warming and an expanding carbon footprint,
schools are one of the key agents of socialisation in society which seek to
bring about changes in behaviour into more desirable directions.
This chapter reports on the results of a research study that examined whether the
schooling provided in Hong Kong has been successful in actually getting learners to
modify their behaviour in ways and directions which are likely to successfully promote
improvements to the environment and sustainable development. The results
show that although there was a perceived increase in knowledge of the selected
environmental issues, with regard to behaviour changes, 29.4–50.6% of students
believed that their environmental behaviour had not changed. The chapter then
examines pedagogies that can be successful in changing students’ behaviour and
argues that to increase effectiveness of environmental studies, particular types of
learning should occur, including discovery learning, systems thinking-based learning,
critical thinking-based learning, interdisciplinary learning, problem-based
learning and participatory/collaborative learning. Teachers should provide an
opportunity to engage students in pro-environmental activities and address values
that are going beyond an economic imperative.
Item Details
Item Type: | Research Book Chapter |
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Keywords: | role of education, environmental knowledge, environmental behaviour, behaviour change, effective pedagogies, intention and action in pro-environmental behaviour |
Research Division: | Education |
Research Group: | Education policy, sociology and philosophy |
Research Field: | Sociology of education |
Objective Division: | Education and Training |
Objective Group: | Other education and training |
Objective Field: | Other education and training not elsewhere classified |
UTAS Author: | Maclean, R (Associate Professor Rupert Maclean) |
ID Code: | 145601 |
Year Published: | 2017 |
Deposited By: | Education |
Deposited On: | 2021-07-28 |
Last Modified: | 2021-09-24 |
Downloads: | 0 |
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