| Registro completo |
| Provedor de dados: |
Ecology and Society
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| País: |
Canada
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| Título: |
Linking classroom learning and research to advance ideas about social-ecological resilience
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| 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
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| Data: |
2015-09-16
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| Ano: |
2015
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| Palavras-chave: |
Complex systems
Interdisciplinarity
Pedagogy
Problem-based learning
Project-based learning
Social-ecological resilience
Social-ecological systems
Teaching
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| 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.
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| Tipo: |
Peer-Reviewed Insight
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| Idioma: |
Inglês
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| Identificador: |
vol20/iss3/art35/
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| Editor: |
Resilience Alliance
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| Formato: |
text/html application/pdf
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| Fonte: |
Ecology and Society; Vol. 20, No. 3 (2015)
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