Education for Sustainable Development in German Science Education: Past – Present – Future
Susanne Bögeholz 1 * , Marko Böhm 1, Sabina Eggert 1, Jan Barkmann 1
More Detail
1 Georg-August-Universität Göttingen, GERMANY* Corresponding Author

Abstract

In this paper, we trace selected strands of the German path to Education for Sustainable Development (ESD). We start by addressing pre-ESD research, and move to the concept of Gestaltungskompetenz, the core concept of German ESD. The concept had to be realigned as to become more compatible with international research on learning outcomes (competencies). Compared to its beginnings, the meaning of Gestaltungskompetenz has much advanced, e.g., influenced by German competence research in science education, to which the Göttingen Model for socioscientific reasoning and decision making contributes. The paper presents a new competence dimension on “Evaluating and reflecting solutions quantitatively-economically” for this model. The contribution highlights the integrative and interdisciplinary scope of the educational challenges posed by Sustainable Development.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 4, 231-248

https://doi.org/10.12973/eurasia.2014.1079a

Publication date: 15 Dec 2014

Article Views: 1669

Article Downloads: 859

Open Access References How to cite this article