Belk (2013) The Extended Self in a Digital World
Belk (2013) The Extended Self in a Digital World Read More »
Konzeptuelles Verständnis
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.
Hanisch, S., Eirdosh, D. (2023). Teaching for the Interdisciplinary Understanding of Evolutionary Concepts. In: du Crest, A., Valković, M., Ariew, A., Desmond, H., Huneman, P., Reydon, T.A.C. (eds) Evolutionary Thinking Across Disciplines. Synthese Library, vol 478. Springer, Cham. https://doi.org/10.1007/978-3-031-33358-3_8
Evolutionary concepts are used, with varying and arguable degrees of scientific utility, across a wide range of disciplines. This contribution explores how understanding the structures of knowledge, or the organization of facts and generalizations in science, cognition, and education, may help illuminate the educational potential and evidence-informed pedagogical practices appropriate for teaching about the interdisciplinary application of evolutionary concepts.
Curriculum Overload – Improvement
Curriculum Overload is a complex phenomena in which schools face challenges in creating adaptive learning environments for students.
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Barnes, M. E., & Brownell, S. E. (2017). A call to use cultural competence when teaching evolution to religious college students: introducing religious cultural competence in evolution education (ReCCEE). CBE—Life Sciences Education, 16(4), es4.
In this essay, we describe a suite of culturally competent practices that can help instructors reduce students’ perceived conflict between evolution and religion, increase students’ acceptance of evolution, and help create more inclusive undergraduate biology classrooms.
Eirdosh, D., Hanisch, S. (2023). A Community Science Model for Inter-disciplinary Evolution Education and School Improvement. In: du Crest, A., Valković, M., Ariew, A., Desmond, H., Huneman, P., Reydon, T.A.C. (eds) Evolutionary Thinking Across Disciplines. Synthese Library, vol 478. Springer, Cham. https://doi.org/10.1007/978-3-031-33358-3_7
The Community Science Lab at the Max Planck Institute for Evolutionary Anthropology is developing a unique model of Community-Based Cultural Evolution (CBCE) for inter-institutional collaboration at the intersection of evolution education and applied school improvement efforts. Using advances in teaching for conceptual understanding and transfer of learning, the CBCE model aims to empower students to clarify, investigate, and collaboratively influence the cultural evolutionary dynamics of their own school and surrounding communities.
Values clarification
Clarifying values and sense of purpose can be a strategy for improving school culture, academic, and social-emotional learning.
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Explore possibilities to re-organize the scope or sequence of curriculum delivery to achieve valued improvements
Using an analogy of epi-genetic expression in relation to the cultural genome of the school curriculum, educators and school stakeholders (including students) may explore possibilities to strategically organize the scope or sequence of the curriculum for a give class, subject, grade level or grade band.
