From ideas to action. Transforming learning to inspire action on critical global issues.

Autor/in	Gibson, Heidi
Institution	Smithsonian Institution Scholarly Press
Titel	From ideas to action. Transforming learning to inspire action on critical global issues.
Quelle	Washington, D.C.: Smithsonian Scholarly Press (2021), XII, 77 S.Verfügbarkeit
Reihe	A Smithsonian contribution to knowledge
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781944466503 (Taschenbuch); 9781944466497
Schlagwörter	Amtliche Druckschrift; USA; Smithsonian Institution; Curricula; Global method of teaching; Education; United States; Science; Study and teaching; Social sciences; Sustainable development; International cooperation; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Curriculum; Lehrplan; Rahmenplan; Global education; Globales Lernen; Globale Bildung; Bildung; Erziehung; USA; Sciences; Wissenschaft; Study; Studies; Teaching; Studium; Unterricht; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Nachhaltige Entwicklung; Internationale Kooperation; Internationale Zusammenarbeit
Abstract	Transforming learning from a passive to an active endeavor is critically important in today's world. In 2015, the United Nations identified a series of 17 important worldwide goals, the Sustainable Development Goals (SDGs). These goals represent a global consensus on the world's most pressing issues. Realizing the ambitious goals specified by the SDGs will require concerted action at all levels, including local ones. Young people are valuable component of this local action and their learning experiences should both inspire and inform them as current and future changemakers. This publication articulates the theoretical basis of Smithsonian Science for Global Goals, a socio-scientific curriculum focused on achieving a systemic understanding of global problems with the goal of inspiring students to take informed and sustained action to help address global issues, such as the ones highlighted by the SDGs. Undergirding this curriculum are the best practices and frameworks found in inquiry-based science education, socio-scientific issues education, global citizenship education, civic education, social studies education, education for sustainable development, participatory action research, and place-based education. Perspectives from a variety of disciplines, such as scientific understandings, social behaviors, economic considerations and ethical components, must be considered before determining sustainable actions in communities. Concepts from the different disciplines were blended together to form a learning progression. This progression, the Global Goals Action Progression (Global GAP), guides students from an initial stage of developing questions around a specific SDG-aligned issue, through investigations on the nature of that issue and how it relates to their local context, to a balance between critical reasoning on specific aspects of the issue and a systemic understanding of the issue as a whole, to a consensus-building process to determine future steps, and, finally, to implementing a local action and reflecting on it. Through this process, students are building a habit of action which is transferrable to different problems. They are also learning how to cultivate mindsets related to global interconnections, scientific literacy, equity and justice, open-mindedness and reflection, and empowerment and agency. These mindsets support long-term informed engagement with global issues, such as the ones defined by the SDGs. Given the worldwide nature of global problems, also discussed are curriculum design elements necessary to make a broadly available curriculum both non-exclusionary and locally relevant. The Global GAP learning progression and the mindsets it promotes are designed to encourage sustained, informed, student-led action"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2023/2/05