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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
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 (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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