Online supplement to: Smit, E., Tuithof, H. & Béneker, T. (2023). Portraying the developing PCK of Dutch pre-service geography teachers. International Research in Geographical and Environmental Education.
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The Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale measures environmental concern in relation to sustainable development. This article will discuss how this scale was tested with three groups of Dutch higher education students. Findings demonstrate that anthropocentric and ecocentric values are independent of the students’ chosen course of study, suggesting that students attracted by the ‘sustainable development’ course title do not necessarily associate ‘sustainability’ with ecocentric aims. This article discusses why ecocentric values are beneficial to the objective of a sustainable society and proposes ways forward in which these values can be enhanced in learners. https://doi.org/10.3390/educsci7030069 https://www.linkedin.com/in/helenkopnina/
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This article reflects on implications of presenting nature as a social construction, and of commodification of nature. The social construction of nature tends to limit significance of nature to human perception of it. Commodification presents nature in strict instrumental terms as ‘natural resources’, ‘natural capital’ or ‘ecosystem services’. Both construction and commodification exhibit anthropocentric bias in denying intrinsic value of non-human species. This article will highlight the importance of a deep ecology perspective, by elaborating upon the ethical context in which construction and commodification of nature occur. Finally, this article will discuss the implications of this ethical context in relation to environmental education (EE) and education for sustainable development (ESD). https://doi.org/10.3384/cu.2000.1525.146931 https://www.linkedin.com/in/helenkopnina/
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The study of moral reasoning in relation to sustainable development is an emerging field within environmental education (EE) and education for sustainable development (ESD). The vignette method was used to evaluate the perception of the relationship between environmental and social issues in the Dutch upper elementary school children. This case study is placed within two broad areas of tension, namely between the need to address urgent environmental problems and to promote pluralistic democratic learning; and between the value of environment as an economic asset and deep ecology perspective. Results of this study indicate that the children are able to critically think about the moral dilemmas inherent in sustainable development and distinguish between different values in relation to environment. https://doi.org/10.1016/j.stueduc.2013.12.004 https://www.linkedin.com/in/helenkopnina/
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Aim: Improvement and harmonization of European clinical pharmacology and therapeutics (CPT) education is urgently required. Because digital educational resources can be easily shared, adapted to local situations and re-used widely across a variety of educational systems, they may be ideally suited for this purpose. Methods: With a cross-sectional survey among principal CPT teachers in 279 out of 304 European medical schools, an overview and classification of digital resources was compiled. Results: Teachers from 95 (34%) medical schools in 26 of 28 EU countries responded, 66 (70%) of whom used digital educational resources in their CPT curriculum. A total of 89 of such resources were described in detail, including e-learning (24%), simulators to teach pharmacokinetics and/or pharmacodynamics (10%), virtual patients (8%), and serious games (5%). Together, these resources covered 235 knowledge-based learning objectives, 88 skills, and 13 attitudes. Only one third (27) of the resources were in-part or totally free and only two were licensed open educational resources (free to use, distribute and adapt). A narrative overview of the largest, free and most novel resources is given. Conclusion: Digital educational resources, ranging from e-learning to virtual patients and games, are widely used for CPT education in EU medical schools. Learning objectives are based largely on knowledge rather than skills or attitudes. This may be improved by including more real-life clinical case scenarios. Moreover, the majority of resources are neither free nor open. Therefore, with a view to harmonizing international CPT education, more needs to be learned about why CPT teachers are not currently sharing their educational materials.
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This chapter addresses environmental education as an important subject of anthropological inquiry and demonstrates how ethnographic research can contribute to our understanding of environmental learning both in formal and informal settings. Anthropology of environmental education is rich in ethnographies of indigenous knowledge of plants and animals, as well as emotional and religious engagement with nature passed on through generations. Aside from these ethnographies of informal environmental education, anthropological studies can offer a critical reflection on the formal practice of education, especially as it is linked to development in non-Western countries. Ethnographic and critical studies of environmental education will be discussed as one of the most challenging directions of environmental anthropology of the future. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Environmental Anthropology: Future Directions" on 7/18/13 available online: https://doi.org/10.4324/9780203403341 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Ecocentrism has roots in environmental philosophy, which questions the conceptual dichotomy between humans and the environment, acknowledging nonhuman species' right to flourish independently of human interest (Naess 1973). Generally, ecocentrism refers to a planet- and nature-centered as opposed to the human-centered (anthropocentric) system of values. Inspired by this philosophy, ecocentric education focuses on intrinsic values of the ecosystem, environment, and individual living beings and habitats in environmental education (EE) and education for sustainable development (ESD). https://rd.springer.com/referencework/10.1007/978-3-319-63951-2 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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Inclusief onderwijs staat hoog op de agenda van De Haagse Hogeschool. Sinds januari 2021 is Naomi van Stapele lector Inclusive Education bij het kenniscentrum Global & Inclusive Learning. In deze intreerede van september 2022 wordt o.a. ingegaan op onzekerheid, de drie leidende beginselen van inclusief onderwijs, de ethische politiek van inclusiviteit, etc.
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