un global action programme on esd a training research project on the evidence base daniel fischer,...
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UN GLOBAL ACTION PROGRAMME ON ESDA TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE
Daniel Fischer, Laura Ditges
11.03.2015UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE
Challenges more and better research, but also: synthesizing existing evidence to substantiate research and practice
UN GAP and the need for evidence
UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE 11.03.2015
ESD „remains poorly researched and weakly
evidenced“ (Tilbury, 2001: 9)
Systematic literature review
Appraising the Evidence Base: A Teaching Research Project
UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE 11.03.2015
Training research project
Advanced undergraduate students of environmental and sustainability studies
Weeks Phases
„a systematic, explicit, and reproducible method for identifying, evaluating, and
synthesizing the existing body of completed and recorded work produced by researchers,
scholars, and practitioners” (Fink, 2009: 3)
Research-based learning (Huber 2009)a. Research to produce results
with relevance for othersb. Active involvement in all phases
c. Reflection on the research process
Input I Consultation I
Input IIConsultation II
Examination & Evaluation
1-8
9-13
14-15
How do school programs in the context of ESD support students in the development of participatory competence? (Project 1)
What are the key qualities of different concepts of Holistic Education and how do they differentiate from established concepts
of ESD? (Project 2)
Project 1) Holistic Education – Towards a more holistic ESD
UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE 11.03.2015
Research Questio
n
• What are the key qualities of different concepts of Holistic Education and how do they differentiate from de Haan’s concept of ESD?
Database
• Education Resources Information Center (ERIC) • Key word string „holistic education“
Scanning
of Abstracts
• 223 texts 57 full-texts available 24 fit texts
Coding of
Texts
• (A) Basic information, (B) Empirical evidence, (C) Institutional focus group of the paper and (D) Content structuring
Synthesis &
Interpreta-
tion
• Quantitative analysis and qualitative interpretation of the findings• Comparison of ESD and Holistic Education
Worldview and Concept of Student
Goal of Education
Methods of Education
• Interconnectedness with all life• Wholeness of body, heart and
mind
• Ultimacy• Mindfulness, compassion,
peace, freedom and cooperation
• Whole-society learning• 4 ways of knowing and learning
UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE 11.03.2015
Project 1) Holistic Education – Towards a more holistic ESD
Implications for ESD?
Reflection on the potential of …
UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE 11.03.2015
… the teaching approach to advance HESC … the method to advance ESC research and practice
Aligning what and how: active engagement with a considerable body of ESD literature (what) – strong focus on the method (how)
Orienting: Useful not only for meta-analyses or bibliometric studies, but also as a tool providing
orientation on a given subject in a systematic and reproducible way
Substantiating: Extends the often rather narrative accounts of the existing state of
research putting ESD on a more solid base
Reaching out: Bridge traditional divides to other scientific communities at the intersection
of ESC and utilize the best results available
Learning by doing: own experiences increased knowledge of and sensitivity for processes of academic knowledge production
Knowledge brokers: Promotes skills that are relevant not only for future researchers, but for any professionals engaging with ESC research
So far, so good, so what? (S. Sterling)
Thank you!
Daniel FischerLaura Ditges
UNESCO Chair Higher Education for
Sustainable DevelopmentLeuphana UniversityScharnhorststraße 1
21335 Lüneburg, Germany
[email protected]@stud.leuphana.de
11.03.2015UN GAP ESD | A TRAINING RESEARCH PROJECT ON THE EVIDENCE BASE
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