Zettle (2016) The Self in Acceptance and Commitment Therapy
Zettle (2016) The Self in Acceptance and Commitment Therapy Read More »
Conceptual Thinking
Causal mapping pieces for causal relationships in the present and future
Materials for creating a causal map on the relationships between human behaviors, technologies, institutions, social and natural environments
Causal mapping pieces for causal relationships in the present and future Read More »
Hanisch, S., & Eirdosh, D. (2020). Conceptual clarification of evolution as an interdisciplinary science. EdArXiv. https://doi.org/10.35542/osf.io/vr4t5
This article aims to provide evolution educators with a short review of current discourse in evolution science and a conceptual clarification of core concepts in evolutionary theory, in the service of promoting deeper and transferable understanding of these concepts in evolution education.
Cultural evolution (lesson plan)
Students explore the concept of cultural evolution by comparing it to genetic evolution based on a number of concepts, and explore why cultural evolution is so important in our species.
Cultural evolution (lesson plan) Read More »
Species and Individuals
How can we understand variation in the minds of primates? An Orange-based data exploration.
Species and Individuals Read More »
Hanisch, S., & Eirdosh, D. (2023). Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency. Sustainability 15, no. 9: 7413. https://doi.org/10.3390/su15097413
Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD.
