Evaluating Sustainable Development Solutions Quantitatively: Competence Modelling for GCE and ESD

Autor/inn/en	Böhm, Marko; Eggert, Sabina; Barkmann, Jan; Bögeholz, Susanne
Titel	Evaluating Sustainable Development Solutions Quantitatively: Competence Modelling for GCE and ESD
Quelle	In: Citizenship, Social and Economics Education, 15 (2016) 3, S.190-211 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173417695274
Schlagwörter	Sustainable Development; Natural Resources; Secondary School Students; Secondary School Teachers; Biodiversity; Citizenship Education; Foreign Countries; Student Teachers; Scores; Statistical Analysis; Teaching Methods; Economic Factors; Competence; Gender Differences; Instructional Program Divisions; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Natural Ressource; Natürliche Ressource; Sekundarschüler; Biodiversität; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ökonomischer Faktor; Kompetenz; Geschlechterkonflikt; Fragebogen; Deutschland
Abstract	To comprehensively address global environmental challenges such as biodiversity loss, citizens need an understanding of the socio-economic fundamentals of human behaviour in relation to natural resources. We argue that Global Citizenship Education and Education for Sustainable Development provide a core set of socio-economic competencies that can be applied to tackle such challenges. As a central concern of this article, we report on the development of a competence model and its use in an empirical study. The study analyses the ability of German students (n = 268: 232 pupils in senior secondary school and 36 student teachers) to evaluate solutions for real-world Sustainable Development challenges quantitatively. In doing so, we investigate a theoretically described competence dimension, that is, "Evaluating and Reflecting Solutions Quantitatively-Economically." A Rasch partial credit model indicates that "Evaluating and Reflecting Solutions Quantitatively-Economically" can be modelled as a one-dimensional competence. Grade level, general educational performance and high performance in subjects addressing Education for Sustainable Development positively affect "Evaluating and Reflecting Solutions Quantitatively-Economically" scores. Although applying basic economic insights in a quantitative manner to Sustainable Development challenges is within the mathematical skill set of most students, even older or better-performing students find it difficult to do so. Thus, these findings underscore the need for economic competencies to be incorporated in Education for Sustainable Development and Global Citizenship Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01