The World in Children's Minds -- Or Sustainable Entrepreneurship Education as Empowerment to Shape a Desirable Future

Autor/inn/en	Schmidt-Hönig, Kerstin; Pröbstl, Gerlinde
Titel	The World in Children's Minds -- Or Sustainable Entrepreneurship Education as Empowerment to Shape a Desirable Future
Quelle	In: Discourse and Communication for Sustainable Education, 11 (2020) 2, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
Schlagwörter	Sustainable Development; Environmental Education; Futures (of Society); Elementary School Students; Student Attitudes; Cognitive Mapping; Global Approach; Teaching Methods; Grade 4; Objectives; Spatial Ability; Emotional Experience; Knowledge Level; Entrepreneurship; Visualization; Concept Mapping; Freehand Drawing + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Future; Society; Zukunft; Schülerverhalten; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Goal definition; Zielsetzung; Räumliches Vorstellungsvermögen; Wissensbasis; Unternehmungsgeist; Visualisation; Visualisierung; Concept Map; Drawing; Zeichnen
Abstract	How can we succeed in meeting the challenges of the future world in the best possible way? In order to support children in their development into optimistic, self-effective adults, it is necessary to find out how children perceive their world and how they combine these perceptions with their cognitive knowledge. This article examines the question of what children's ideas about the world look like in children at the end of primary school, or what information is included in them. In a pilot study, mental maps were used to visualize the child's world view. Accompanying questions were used to ascertain the children's knowledge of current global problems. The focus was on the students' thematic interests, which accompanied the discussions with the pupils. Already the first evaluations of the Mental Maps, which were made by the students, allow conclusions to be drawn. There is no uniform level in the children's cognitive maps with regards to the concrete positional relationship of spatial units, e.g. continents and oceans. The statements about the content details of these maps are shaped by the children's perception. The Mental Maps show a combination of indirect, direct and emotional spatial perception. The awareness of the pupils regarding global challenges, oriented towards the Sustainable Development Goals, proves to be clearly pronounced in the impulse-based interviews in the 4th grade. Thus, the pilot study allows the conclusion that already at the end of primary school pupils develop an awareness of global challenges and the ability to act. The SDGs of the UN Agenda 2030 offer a suitable basis for this. In addition to the development of a worldwide rough topographical orientation grid, the aim is to give children an understanding of global connections and to educate them to become global citizens of the future world. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01