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Knowledge and Willingness to Act Pro-Environmentally

Perspectives from IEA TIMSS 2019 and ICCS 2016 Data

Wanda Sass (Hrsg.), Maria Magdalena Isac (Hrsg.), Andrés Sandoval-Hernández (Hrsg.)

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Springer Nature Switzerland img Link Publisher

Geisteswissenschaften, Kunst, Musik / Schulpädagogik, Didaktik, Methodik

Beschreibung

This open access book utilizes data from two large-scale international assessments—TIMSS 2019 and ICCS 2016—to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.

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Schlagwörter

Environmental Dispositions, Opportunities to learn in education for sustainable development, International Large-Scale Assessments, Open Access, Educational Effectiveness, International Civic and Citizenship Education Study (ICCS) 2016, Education for sustainable development, Sustainable development, Inter Association for the Evaluation of Educational Achievement, Comparative Studies Across Several Educational Systems, Trends in International Mathematics and Science Study 2019, Willingness to act pro-environmentally, Environmental Knowledge, Action Competence