Resnick (1996) Beyond the Centralized Mindset
Resnick (1996) Beyond the Centralized Mindset Read More »
Systems Thinking
Systems 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 »
Connecting Past, Present, and Future
A collection of materials for connecting past human evolution to the present and the future. Students explore global trends and relationships between human behavior, technologies, social organization, environment, and well-being.
Connecting Past, Present, and Future Read More »
System archetypes
A collection of causal maps for system archetypes, made with Loopy
System archetypes 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.
Life in groups and conflict resolution
A reading text about the challenges of life in groups and how groups across biology have found ways to solve these challenges.
Life in groups and conflict resolution 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.
