Translating Green Economy Concepts into Practice: Ideas Pitches as Learning Tools for Sustainability Education

Autor/in	Affolderbach, Julia
Titel	Translating Green Economy Concepts into Practice: Ideas Pitches as Learning Tools for Sustainability Education
Quelle	In: Journal of Geography in Higher Education, 46 (2022) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Affolderbach, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1849063
Schlagwörter	Conservation (Environment); Environmental Education; Sustainability; Climate; Social Problems; Teaching Methods; Best Practices; Critical Thinking; Problem Based Learning; Geography Instruction; Student Projects; Active Learning; Higher Education; Foreign Countries; Wastes; Food; Biodiversity; Energy; Water; Transportation; Business; Human Geography; United Kingdom (England) + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Klima; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Problem-based learning; Problemorientiertes Lernen; Geography education; Geography lessons; Geografieunterricht; Schulprojekt; Aktives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Gargabe; Abfall; Lebensmittel; Biodiversität; Energie; Wasser; Verkehrswesen; Business studies; Wirtschaft; Betriebswirtschaft; Humangeografie
Abstract	The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons' den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01