Data/hora: 10/06/2024 09:25:34

Provedor de dados: | 7
País: | Canada
Título: | Linking classroom learning and research to advance ideas about social-ecological resilience
Autores: | Ban, Natalie C.; School of Environmental Studies, University of Victoria; nban@uvic.ca; Boyd, Emily; School of Archaeology, Geography and Environmental Sciences, University of Reading; Stockholm Resilience Centre, Stockholm University.; emily.boyd@reading.ac.uk; Cox, Michael; Environmental Studies Program, Dartmouth College; michael.e.cox@dartmouth.edu; Meek, Chanda L.; Department of Political Science, University of Alaska Fairbanks; clmeek@alaska.edu; Schoon, Michael; School of Sustainability, Arizona State University; michael.schoon@asu.edu; Villamayor-Tomas, Sergio; Division of Resource Economics, Humboldt University; villamayortomas@gmail.com.
Data: | 2015-09-16
Ano: | 2015
Palavras-chave: | Complex systems; Interdisciplinarity; Pedagogy; Problem-based learning; Project-based learning; Social-ecological resilience; Social-ecological systems; Teaching.
Resumo: | There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.
Tipo: | Peer-Reviewed Insight
Idioma: | Inglês
Identificador: | vol20/iss3/art35/
Editor: | Resilience Alliance
Formato: | text/html application/pdf
Fonte: | Ecology and Society; Vol. 20, No. 3 (2015)