BibTex RIS Kaynak Göster

Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania

Yıl 2013, Cilt: 3 Sayı: 2, 326 - 346, 01.06.2013

Gabriela Osacı-costache Maria Eliza Dulamă Oana- Ramona Ilovan

Öz

The ‘ecologisation’ of Australian primary schools brings new opportunities for curriculum expansionand renewal for sustainability education. My contribution to the broader discussion of place,geography, sustainability and literacy stems from an interest in how children are brought into contactwith sustainability discourses via sensory and embodied learning in local school ground landscapes. Inthis paper I am interested in identifying the emergent pedagogies and new literacies that inform andshape the implementation of sustainability curriculum. The paper draws on research that uses theoriesof place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine theeducational value of food gardens and related environmental and health initiatives in primary(elementary) schooling in Australia. Using research data from two schools, the paper illustrates howschool ground settings, curriculum and pedagogy generate spatial, temporal and geographical literaciesthat support children’s meaning making. These multimodal literacies are vital curriculum ingredientsthat effectively educate for sustainability.

Anahtar Kelimeler

Education sustainability school ground geographies curriculum and pedagogy

Kaynakça

  • ACARA. (2011). Australian Curriculum Assessment and Reporting Authority, Shape of the Australian Curriculum: The arts, from http://www.acara.edu.au/arts.html
  • Barratt Hacking, E., Scott, W., & Barratt, R. (2007). Children's research into their local environment: Stevenson's gap, and possibilities for the curriculum. Environmental Education Research, 13(2), 225 - 244.
  • Bell, A., & Dyment, J. (2008). Grounds for health: the intersection of green school grounds and health-promoting schools. Environmental Education and Research, 14(1), 77-90.
  • Birkeland, I. (2005). Making place, making self: travel, subjectivity and sexual difference. Aldershot: Ashgate.
  • Blair, D. (2009). The Child in the Garden: An Evaluative Review of the Benefits of School Gardening. Journal of Environmental Education, 40(2), 15-39.
  • Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10, 83–100.
  • Capra, F. (2005). Preface: How Nature Sustains the Web of Life. In M. Stone & Z. Barlow (Eds.), Ecological Literacy: Educating our Children for a Sustainable world: Sierra Club Books.
  • Clark, A., & Emmel, N. (2010). Using walking interviews ESCR National Centre for Research Methods, Realities Toolkit #3 (pp. 1-6): Economic & Social Research Council.
  • Cole, A., & Knowles, G. (2008). Arts-informed Research. In A. Cole & G. Knowles (Eds.), Handbook of the arts in qualitative research: perspectives, methodologies, examples, and issues. Thousand Oaks: Sage.
  • Comber, B. (2011). Making Space for Place-Making Pedagogies: stretching normative mandated literacy curriculum. Contemporary Issues in Early Childhood, 12(4), 3433
  • Comber, B., Nixon, H., & Reid, J. (2007). Environmental communications: Literacies in place: Teaching environmental communications. Marrickville: Primary English Teaching Association.
  • Derr, T. (2006). 'Sometimes birds sound like fish': Perspectives on children's place experiences. In C. Spencer & M. Blades (Eds.), Children and their Environments. Cambridge: Cambridge University Press.
  • Derrida, J. (1996). 'Remarks on deconstruction and pragmatism'. In C.Mouffe (Ed.), Deconstruction and pragmatism (pp. 77-88). London: Routledge.
  • Dyment, J., Bell, A., & Lucas, A. (2009). The relationship between school ground design and intensity of physical activity. Children's Geographies, 7(3), 261-276.
  • Edwards, A. (2006). The Sustainability Revolution: Portrait of a Paradigm Shift. Gabriola Island: New Society Publishers.
  • Ellis, C. (1997). Evocative Autoethnography: Writing Emotionally About Our Lives. In W. Tierney & Y. Lincoln (Eds.), Representation and the Text: Re-Framing the Narrative Voice. New York: State University of New York Press.
  • Eppley, K. (2011). Teaching rural place: pre-service language and literacy students consider place-conscious litearcy. Pedagogies: An International Journal, 6(2).
  • Ewing, R. (2010). The arts and Australian education: Realising potential. Camberwell: ACER. Faddegon, P. (2005). Kids Growing Food school gardening program: agricultural literacy and other educational outcomes. PhD, Cornell University.
  • Fawcett, L., Bell, A., & Russell, C. L. (2002). Guiding our environmental praxis: Teaching and learning for social and environmental justice. In W. L. Filho (Ed.), Teaching sustainability at universities: Towards curriculum greening: Environmental education, communication, and sustainability (Vol. 11, pp. 223-238). New York: Peter Lang Scientific Publishers.
  • Feng, L. (2012). Teacher and student repsonses to interdisciplinary aspects of sustainabiliyt education: what do we really know? Environmental Education Research, 18(1), 31-43.
  • Fien, J., & Tilbury, D. (2002). ‘The global challenge of sustainability’ In D. Tilbury, R. Stevenson, J. Fien & D. Schreuder (Eds.), Education and Sustainability: Responding to the Global Challenge. Commission on Education and Communication. Cambridge: International Union for Conservation of Nature and Natural Resources.
  • Flowers, R., & Chodkiewicz, A. (2009). Local Communities and Schools Tackling Sustainability and Climate Change. Australian Journal of Environmental Education, 25, 71Green, M. (2008). From wilderness to the educational heart: A Tasmanian story of place Australian Journal of Environmental Education, 24, 35-43.
  • Green, M. (2009). Learning in place: Pedagogical pathways for place making. Paper presented at the Australian Association for Research in Education Changing Climates: Education for a sustainable future, QUT, Brisbane, QLD.
  • Green, M. (2011). Place Matters: Pedagogies of Food, Ecology and Design. Unpublished PhD, Monash University Churchill Victoria.
  • Gruenewald, D. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12.
  • Gruenewald, D. (2003b). Foundations of Place: A Multidisciplinary Framework for PlaceConscious Education. American Educational Research Journal, 40(3), 619-654.
  • Harrison, S. (2011). "Up at the Shieling": Place-Based Action Research. Children, Youth and Environments, 21(1), 79-100.
  • Healy, A. (2008). Expanding Student Capacities: Learning by Design Pedagogy. In A. Healy (Ed.), Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes. Melbourne: Oxford University Press.
  • Heft, L., & Chawla, L. (2006). Children as agents in sustainable development: the ecology of competence. In C. Spencer & M. Blades (Eds.), Children and Their Environments. Cambridge: Cambridge University Press.
  • Holloway, S., & Valentine, G. (2000). Children's Geographies and the New Social Studies of Childhood. In S. Holloway & G. Valentine (Eds.), Children's geographies: Playing, living, learning. London: Routledge.
  • Jones, A. (2003). The monster in the room: Safety, pleasure and early childhood education. Contemporary Issues in Early Childhood, 4(3), 235–250.
  • Kalantzis, M., & Cope, B. (2008). Preface. In A. Healy (Ed.), Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes. Melbourne: Oxford University Press.
  • Karsten, L., & van Vliet, W. (2006). Increasing Children's Freedom of Movement: Introduction. Children, Youth and Environments, 16(1), 69-73.
  • Luke, A. (2003). Literacy education for a new ethics of global community. Language Arts, 81, 149-1
  • Maller, C. (2009). Promoting Children's Mental, Emotional and Social Health through Contact with Nature: A Model. Health Education 109(6), 522-543.
  • Maller, C., & Townsend, C. (2005). Children's mental health and wellbeing and hands-on contact with nature. The International Journal of Learning, 28(3), 16-21.
  • Mannion, G. (2003). Children's participation in school grounds developments: Creating a place for education that promotes social inclusion. International Journal of Inclusive Education, 7(2), 1447-1540.
  • Massey, D. (1993). Power-geometry and a progressive sense of place. In J. Bird, B. Curtis, T. Putnam, G. Robertson & L. Tickner (Eds.), Mapping the futures: local cultures, global change. London: Routledge.
  • Massey, D. (1994). Space, Place and Gender. Minneapolis University of Minnesota Press
  • Mayer-Smith, J., Bartosh, O., & Peterat, L. (2007). Teaming Children and Elders to Grow Food and Environmental Consciousness. Applied Environmental Education and Communication, 6(1), 77-85.
  • Mayer-Smith, J., Peterat, L., & Bartosh, O. (2006). Growing Together to Understand Sustainability: An Intergenerational Farming Project. In W. Leal Filho (Ed.), Innovation, Education and Communication for Sustainable Development. Frankfurt: Peter Lang.
  • McInerney, P., Smyth, J., & Down, B. (2011). 'Coming to a place near you?' The politics and possiblities of a critical pedagoy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3-16.
  • Moore, R. (1995). Children gardening: First steps towards a sustainable future. Children's Environments, 12(2), 222-232.
  • Moore, R., & Wong, H. (1997). Natural learning: The life history of an environmental schoolyard. Berkeley: MIG Communications.
  • Murphy, M. (2003a). Education for Sustainability: Findings from the Evaluation Study of The Edible Schoolyard. Berkeley, CA: Centre for Ecoliteracy and The Edible Schoolyard
  • Murphy, M. (2003b). Evaluation of a Food Systems-based Approach to Fostering Ecological Literacy: Massachusetts General Hospital Harvard Medical School.
  • Nixon, H. (2007). Expanding the semiotic repertoire: Environmental communications in the primary school. Australian Journal of Language and Literacy, 30(2), 102-117.
  • Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409-4
  • Nuttall, C. (1996). A Children's Food Forest: An Outdoor Classroom. Brisbane: FeFL Books
  • Onwueme, I., & Borsari, B. (2007). The sustainability asymptogram: A new philosophical framework for policy, outreach and education in sustainability. International Journal of Sustainability in Higher Education, 8(1), 44-52.
  • Orr, D. (2004). Earth in mind: On education, environment, and the human prospect. Washington: Island Press.
  • Orr, D. (2009). Down to the Wire: Confronting Climate Collapse. Oxford: University Press.
  • Ozer, E. J. (2007). The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health Education & Behaviour, 34, 846-863.
  • Parmer, S., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and consumption among Second-grade Students. Journal of Nutrition Education and Behaviour, 41, 212-217.
  • Pink, S. (2007). Doing Visual Ethnography: Images, Media and Representation in Research. London: Sage.
  • Pivnick, J. (2001). Sowing a school garden: Reaping an environmental benefit. In T. Grant & G. Littlejohn (Eds.), Greening school grounds: Creating habitats for learning (pp. 12-14). Gabriola Island: New Society Publishers.
  • Rauch, F. (2000). Schools: a place of ecological learning. Environmental Education Research, 6(3), 245-257.
  • Reid, J. (2007). Literacy and environmental communications: Towards a 'pedagogy of responsibility'. Australian Journal of Language and Literacy, 30(2), 118-133.
  • Shiva, V. (1992). Recovering the real meaning of sustainability. In D. Cooper & J. Palmer (Eds.), The environment question: Ethics and Global Issue (pp. 187-193). London: Routledge.
  • Simovska, V. (2007). Learning in and as Participation: A Case Study from Health-Promoting Schools. In A. Reid, B. Jensen, J. Nikel & V. Simovska (Eds.), Participation and Learning: Perspective on Education and the Environment, Health and Sustainability. Netherlands: Springer.
  • Skamp, K. (2007). Understanding teachers' 'levels of use' of learnscapes. Environmental Education Research, 15(1), 93-110.
  • Skamp, K. (2010). Critical review of current practice and research of Environmental Education and Education for Sustainability for Kindergarten to Year 12 from 1990, from http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/pdf/review_skamp. pdf
  • Skamp, K., Boyes, E., & Stannistreet, M. (2009). Global Warming Responses at the Primary Secondary Interface 2. Potential Effectiveness of Education. Australian Journal of Environmental Education, 25, 31-44.
  • Skelly, S., & Zajicek, J. (1998). The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Children. Hort Technology, 8(4), 5795
  • Somerville, M. (2003). The nitty gritty of data analysis: analysing a body of qualitative data. 23 September. UNITEC, Interactive Seminar Presentation.
  • Somerville, M. (2010). A place pedagogy for 'global contemporaneity'. Educational Philosophy and Theory, 43(2), 326-344.
  • Somerville, M., & Green, M. (2011). A pedagogy of ‘organised chaos’: Ecological learning in primary schools Children, Youth and Environments 20(1), 14-34.
  • Somerville, M., & Green, M. (2012a). Mapping sustainability initiatives across a region: an innovative survey approach. [Under review]. Australian Journal of Environmental Education.
  • Somerville, M., & Green, M. (2012b). Place and sustainability in schools and teacher education. Paper presented at the Australian Association for Research in Education, Sydney, NSW.
  • Steele, F. (2010). Mainstreaming Education for Sustainability in Pre-Service Teacher Education: Enablers and constraints A report prepared by the Australian Research Institute in Education for Sustainability for the Australian Government Department of the Environment, Water, Heritage and the Arts.
  • Sterling, S. (2001). Sustainable Education: Re-visioning Learning and Change. Totnes: Green Books.
  • Sterling, S. (2005). Memorandum from Dr. Stephen Sterling. Environmental Education: Follow Up to Learning the Sustainability Lesson. Fifth Report of Session 2004-05: House of Commons.
  • Sterling, S. (2012). The Future Fit Framework: An introductory guide to teaching and learning for sustainability in HE Retrieved 23 November 2012, from http://www.heacademy.ac.uk/assets/documents/esd/The_Future_Fit_Framework.pdf
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  • Biographical statements Dr. Monica GREEN is a Lecturer at Monash University in the Faculty of Education (Gippsland). Monica's current research is centrally focused on pedagogies and curriculum that support education for sustainability, including climate change and the preservation of local places and communities. As a researcher she is interested in the potential of everyday places such as school grounds and nearby locations to nurture children’s emotional, social, physical and ecological development through embodied learning.

Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania

Yıl 2013, Cilt: 3 Sayı: 2, 326 - 346, 01.06.2013

Gabriela Osacı-costache Maria Eliza Dulamă Oana- Ramona Ilovan

Öz

Anahtar Kelimeler

-

Kaynakça

  • ACARA. (2011). Australian Curriculum Assessment and Reporting Authority, Shape of the Australian Curriculum: The arts, from http://www.acara.edu.au/arts.html
  • Barratt Hacking, E., Scott, W., & Barratt, R. (2007). Children's research into their local environment: Stevenson's gap, and possibilities for the curriculum. Environmental Education Research, 13(2), 225 - 244.
  • Bell, A., & Dyment, J. (2008). Grounds for health: the intersection of green school grounds and health-promoting schools. Environmental Education and Research, 14(1), 77-90.
  • Birkeland, I. (2005). Making place, making self: travel, subjectivity and sexual difference. Aldershot: Ashgate.
  • Blair, D. (2009). The Child in the Garden: An Evaluative Review of the Benefits of School Gardening. Journal of Environmental Education, 40(2), 15-39.
  • Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10, 83–100.
  • Capra, F. (2005). Preface: How Nature Sustains the Web of Life. In M. Stone & Z. Barlow (Eds.), Ecological Literacy: Educating our Children for a Sustainable world: Sierra Club Books.
  • Clark, A., & Emmel, N. (2010). Using walking interviews ESCR National Centre for Research Methods, Realities Toolkit #3 (pp. 1-6): Economic & Social Research Council.
  • Cole, A., & Knowles, G. (2008). Arts-informed Research. In A. Cole & G. Knowles (Eds.), Handbook of the arts in qualitative research: perspectives, methodologies, examples, and issues. Thousand Oaks: Sage.
  • Comber, B. (2011). Making Space for Place-Making Pedagogies: stretching normative mandated literacy curriculum. Contemporary Issues in Early Childhood, 12(4), 3433
  • Comber, B., Nixon, H., & Reid, J. (2007). Environmental communications: Literacies in place: Teaching environmental communications. Marrickville: Primary English Teaching Association.
  • Derr, T. (2006). 'Sometimes birds sound like fish': Perspectives on children's place experiences. In C. Spencer & M. Blades (Eds.), Children and their Environments. Cambridge: Cambridge University Press.
  • Derrida, J. (1996). 'Remarks on deconstruction and pragmatism'. In C.Mouffe (Ed.), Deconstruction and pragmatism (pp. 77-88). London: Routledge.
  • Dyment, J., Bell, A., & Lucas, A. (2009). The relationship between school ground design and intensity of physical activity. Children's Geographies, 7(3), 261-276.
  • Edwards, A. (2006). The Sustainability Revolution: Portrait of a Paradigm Shift. Gabriola Island: New Society Publishers.
  • Ellis, C. (1997). Evocative Autoethnography: Writing Emotionally About Our Lives. In W. Tierney & Y. Lincoln (Eds.), Representation and the Text: Re-Framing the Narrative Voice. New York: State University of New York Press.
  • Eppley, K. (2011). Teaching rural place: pre-service language and literacy students consider place-conscious litearcy. Pedagogies: An International Journal, 6(2).
  • Ewing, R. (2010). The arts and Australian education: Realising potential. Camberwell: ACER. Faddegon, P. (2005). Kids Growing Food school gardening program: agricultural literacy and other educational outcomes. PhD, Cornell University.
  • Fawcett, L., Bell, A., & Russell, C. L. (2002). Guiding our environmental praxis: Teaching and learning for social and environmental justice. In W. L. Filho (Ed.), Teaching sustainability at universities: Towards curriculum greening: Environmental education, communication, and sustainability (Vol. 11, pp. 223-238). New York: Peter Lang Scientific Publishers.
  • Feng, L. (2012). Teacher and student repsonses to interdisciplinary aspects of sustainabiliyt education: what do we really know? Environmental Education Research, 18(1), 31-43.
  • Fien, J., & Tilbury, D. (2002). ‘The global challenge of sustainability’ In D. Tilbury, R. Stevenson, J. Fien & D. Schreuder (Eds.), Education and Sustainability: Responding to the Global Challenge. Commission on Education and Communication. Cambridge: International Union for Conservation of Nature and Natural Resources.
  • Flowers, R., & Chodkiewicz, A. (2009). Local Communities and Schools Tackling Sustainability and Climate Change. Australian Journal of Environmental Education, 25, 71Green, M. (2008). From wilderness to the educational heart: A Tasmanian story of place Australian Journal of Environmental Education, 24, 35-43.
  • Green, M. (2009). Learning in place: Pedagogical pathways for place making. Paper presented at the Australian Association for Research in Education Changing Climates: Education for a sustainable future, QUT, Brisbane, QLD.
  • Green, M. (2011). Place Matters: Pedagogies of Food, Ecology and Design. Unpublished PhD, Monash University Churchill Victoria.
  • Gruenewald, D. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12.
  • Gruenewald, D. (2003b). Foundations of Place: A Multidisciplinary Framework for PlaceConscious Education. American Educational Research Journal, 40(3), 619-654.
  • Harrison, S. (2011). "Up at the Shieling": Place-Based Action Research. Children, Youth and Environments, 21(1), 79-100.
  • Healy, A. (2008). Expanding Student Capacities: Learning by Design Pedagogy. In A. Healy (Ed.), Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes. Melbourne: Oxford University Press.
  • Heft, L., & Chawla, L. (2006). Children as agents in sustainable development: the ecology of competence. In C. Spencer & M. Blades (Eds.), Children and Their Environments. Cambridge: Cambridge University Press.
  • Holloway, S., & Valentine, G. (2000). Children's Geographies and the New Social Studies of Childhood. In S. Holloway & G. Valentine (Eds.), Children's geographies: Playing, living, learning. London: Routledge.
  • Jones, A. (2003). The monster in the room: Safety, pleasure and early childhood education. Contemporary Issues in Early Childhood, 4(3), 235–250.
  • Kalantzis, M., & Cope, B. (2008). Preface. In A. Healy (Ed.), Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes. Melbourne: Oxford University Press.
  • Karsten, L., & van Vliet, W. (2006). Increasing Children's Freedom of Movement: Introduction. Children, Youth and Environments, 16(1), 69-73.
  • Luke, A. (2003). Literacy education for a new ethics of global community. Language Arts, 81, 149-1
  • Maller, C. (2009). Promoting Children's Mental, Emotional and Social Health through Contact with Nature: A Model. Health Education 109(6), 522-543.
  • Maller, C., & Townsend, C. (2005). Children's mental health and wellbeing and hands-on contact with nature. The International Journal of Learning, 28(3), 16-21.
  • Mannion, G. (2003). Children's participation in school grounds developments: Creating a place for education that promotes social inclusion. International Journal of Inclusive Education, 7(2), 1447-1540.
  • Massey, D. (1993). Power-geometry and a progressive sense of place. In J. Bird, B. Curtis, T. Putnam, G. Robertson & L. Tickner (Eds.), Mapping the futures: local cultures, global change. London: Routledge.
  • Massey, D. (1994). Space, Place and Gender. Minneapolis University of Minnesota Press
  • Mayer-Smith, J., Bartosh, O., & Peterat, L. (2007). Teaming Children and Elders to Grow Food and Environmental Consciousness. Applied Environmental Education and Communication, 6(1), 77-85.
  • Mayer-Smith, J., Peterat, L., & Bartosh, O. (2006). Growing Together to Understand Sustainability: An Intergenerational Farming Project. In W. Leal Filho (Ed.), Innovation, Education and Communication for Sustainable Development. Frankfurt: Peter Lang.
  • McInerney, P., Smyth, J., & Down, B. (2011). 'Coming to a place near you?' The politics and possiblities of a critical pedagoy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3-16.
  • Moore, R. (1995). Children gardening: First steps towards a sustainable future. Children's Environments, 12(2), 222-232.
  • Moore, R., & Wong, H. (1997). Natural learning: The life history of an environmental schoolyard. Berkeley: MIG Communications.
  • Murphy, M. (2003a). Education for Sustainability: Findings from the Evaluation Study of The Edible Schoolyard. Berkeley, CA: Centre for Ecoliteracy and The Edible Schoolyard
  • Murphy, M. (2003b). Evaluation of a Food Systems-based Approach to Fostering Ecological Literacy: Massachusetts General Hospital Harvard Medical School.
  • Nixon, H. (2007). Expanding the semiotic repertoire: Environmental communications in the primary school. Australian Journal of Language and Literacy, 30(2), 102-117.
  • Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409-4
  • Nuttall, C. (1996). A Children's Food Forest: An Outdoor Classroom. Brisbane: FeFL Books
  • Onwueme, I., & Borsari, B. (2007). The sustainability asymptogram: A new philosophical framework for policy, outreach and education in sustainability. International Journal of Sustainability in Higher Education, 8(1), 44-52.
  • Orr, D. (2004). Earth in mind: On education, environment, and the human prospect. Washington: Island Press.
  • Orr, D. (2009). Down to the Wire: Confronting Climate Collapse. Oxford: University Press.
  • Ozer, E. J. (2007). The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health Education & Behaviour, 34, 846-863.
  • Parmer, S., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and consumption among Second-grade Students. Journal of Nutrition Education and Behaviour, 41, 212-217.
  • Pink, S. (2007). Doing Visual Ethnography: Images, Media and Representation in Research. London: Sage.
  • Pivnick, J. (2001). Sowing a school garden: Reaping an environmental benefit. In T. Grant & G. Littlejohn (Eds.), Greening school grounds: Creating habitats for learning (pp. 12-14). Gabriola Island: New Society Publishers.
  • Rauch, F. (2000). Schools: a place of ecological learning. Environmental Education Research, 6(3), 245-257.
  • Reid, J. (2007). Literacy and environmental communications: Towards a 'pedagogy of responsibility'. Australian Journal of Language and Literacy, 30(2), 118-133.
  • Shiva, V. (1992). Recovering the real meaning of sustainability. In D. Cooper & J. Palmer (Eds.), The environment question: Ethics and Global Issue (pp. 187-193). London: Routledge.
  • Simovska, V. (2007). Learning in and as Participation: A Case Study from Health-Promoting Schools. In A. Reid, B. Jensen, J. Nikel & V. Simovska (Eds.), Participation and Learning: Perspective on Education and the Environment, Health and Sustainability. Netherlands: Springer.
  • Skamp, K. (2007). Understanding teachers' 'levels of use' of learnscapes. Environmental Education Research, 15(1), 93-110.
  • Skamp, K. (2010). Critical review of current practice and research of Environmental Education and Education for Sustainability for Kindergarten to Year 12 from 1990, from http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/pdf/review_skamp. pdf
  • Skamp, K., Boyes, E., & Stannistreet, M. (2009). Global Warming Responses at the Primary Secondary Interface 2. Potential Effectiveness of Education. Australian Journal of Environmental Education, 25, 31-44.
  • Skelly, S., & Zajicek, J. (1998). The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Children. Hort Technology, 8(4), 5795
  • Somerville, M. (2003). The nitty gritty of data analysis: analysing a body of qualitative data. 23 September. UNITEC, Interactive Seminar Presentation.
  • Somerville, M. (2010). A place pedagogy for 'global contemporaneity'. Educational Philosophy and Theory, 43(2), 326-344.
  • Somerville, M., & Green, M. (2011). A pedagogy of ‘organised chaos’: Ecological learning in primary schools Children, Youth and Environments 20(1), 14-34.
  • Somerville, M., & Green, M. (2012a). Mapping sustainability initiatives across a region: an innovative survey approach. [Under review]. Australian Journal of Environmental Education.
  • Somerville, M., & Green, M. (2012b). Place and sustainability in schools and teacher education. Paper presented at the Australian Association for Research in Education, Sydney, NSW.
  • Steele, F. (2010). Mainstreaming Education for Sustainability in Pre-Service Teacher Education: Enablers and constraints A report prepared by the Australian Research Institute in Education for Sustainability for the Australian Government Department of the Environment, Water, Heritage and the Arts.
  • Sterling, S. (2001). Sustainable Education: Re-visioning Learning and Change. Totnes: Green Books.
  • Sterling, S. (2005). Memorandum from Dr. Stephen Sterling. Environmental Education: Follow Up to Learning the Sustainability Lesson. Fifth Report of Session 2004-05: House of Commons.
  • Sterling, S. (2012). The Future Fit Framework: An introductory guide to teaching and learning for sustainability in HE Retrieved 23 November 2012, from http://www.heacademy.ac.uk/assets/documents/esd/The_Future_Fit_Framework.pdf
  • Stone, M. (2004). The Menu: Uncovering sustainability solutions through school food. Resurgence Magazine, 226(September - October).
  • Sutton, E., & Kemp, S. (2002). Children as partners in neighborhood placemaking: Lessons from intergenerational design charrettes. Journal of Environmental Psychology, 22, 171-1
  • Sutton, E., & Kemp, S. (2011). The Paradox of Urban Space: Inequality and Transformation in Marginalized Communities. New York: Palgrave Macmillan.
  • The New London Group. (2000). A pedagogy of Multiliteracies designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
  • Thorp, L. (2006). The Pull of the Earth: Participatory Ethnography in the School Garden. Oxford: AltaMira Press.
  • Tilbury, D. (2006). ‘Environmental education in Australia’, paper prepared for the 2006 Australian State of the Environment Committee Canberra: Department of the Environment and Heritage.
  • Tilbury, D., & Wortman, D. (2008). How is Community Education Contributing to Sustainability in Practice? Applied Environmental Education and Communication, 7, 83UNESCO. (2002). Education for Sustainability - From Rio to Johannesburg: Lessons learnt from a decade of commitment. Paris UNESCO
  • UNESCO. (2012). Education for Sustainable Development Retrieved November 24 2012, from http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-sustainable-development/
  • Vasudevan, L. (2009). Performing new Geographies of Literacy Teaching and Learning. English Education, 41(4), 356-374.
  • Waite, S., & Pratt, N. (2011). Theoretical perspectives on learning outside the classroom: relationships between learning and place. In S. Waite (Ed.), Children Learning Outside the Classroom (pp. 1-34). London: Sage.
  • Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Jouranal of Language and Literacy, 33(3), 211-239.
  • Walshe, N. (2008). Understanding students' conceptions of sustainability. Environmental Education Research, 14(5), 537-558.
  • Warbuton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 4-56.
  • Weber, S. (2008). Visual Images in Research. In G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research: perspectives, methodologies, examples, and issues. Thousand Oaks: Sage.
  • Wistoft, K. (2012). The desire to learn as a kind of love: gardening, cooking, and passion in outdoor education. Journal of Adventure Education & Outdoor Learning, 0(0), 1-17.
  • Biographical statements Dr. Monica GREEN is a Lecturer at Monash University in the Faculty of Education (Gippsland). Monica's current research is centrally focused on pedagogies and curriculum that support education for sustainability, including climate change and the preservation of local places and communities. As a researcher she is interested in the potential of everyday places such as school grounds and nearby locations to nurture children’s emotional, social, physical and ecological development through embodied learning.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gabriela Osacı-costache Bu kişi benim

Maria Eliza Dulamă Bu kişi benim

Oana- Ramona Ilovan Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Gönderilme Tarihi 5 Temmuz 2014
Yayımlandığı Sayı Yıl 2013 Cilt: 3 Sayı: 2

Kaynak Göster

APA Osacı-costache, G., Dulamă, M. E., & Ilovan, O.-. R. (2013). Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania. Review of International Geographical Education Online, 3(2), 326-346.
AMA Osacı-costache G, Dulamă ME, Ilovan OR. Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania. Review of International Geographical Education Online. Haziran 2013;3(2):326-346.
Chicago Osacı-costache, Gabriela, Maria Eliza Dulamă, ve Oana- Ramona Ilovan. “Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania”. Review of International Geographical Education Online 3, sy. 2 (Haziran 2013): 326-46.
EndNote Osacı-costache G, Dulamă ME, Ilovan O-R (01 Haziran 2013) Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania. Review of International Geographical Education Online 3 2 326–346.
IEEE G. Osacı-costache, M. E. Dulamă, ve O.-. R. Ilovan, “Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania”, Review of International Geographical Education Online, c. 3, sy. 2, ss. 326–346, 2013.
ISNAD Osacı-costache, Gabriela vd. “Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania”. Review of International Geographical Education Online 3/2 (Haziran 2013), 326-346.
JAMA Osacı-costache G, Dulamă ME, Ilovan O-R. Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania. Review of International Geographical Education Online. 2013;3:326–346.
MLA Osacı-costache, Gabriela vd. “Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania”. Review of International Geographical Education Online, c. 3, sy. 2, 2013, ss. 326-4.
Vancouver Osacı-costache G, Dulamă ME, Ilovan O-R. Geography University Students’ Competence to Elaborate Column Charts: A Case Study for Romania. Review of International Geographical Education Online. 2013;3(2):326-4.