Sass Wanda, De Maeyer Sven, Boeve-de Pauw Jelle, Van Petegem Peter
Department of Training and Education Sciences, Faculty of Social Sciences, Research Unit Edubron, University of Antwerp, Sint-Jacobstraat 2, 2000 Antwerp, Belgium.
Environ Dev Sustain. 2023;25(4):3649-3670. doi: 10.1007/s10668-022-02195-9. Epub 2022 Feb 25.
In effectiveness literature, voices are rising to embrace learning contents beyond mathematics, science, and language. Meanwhile, international policy documents such as the United Nations 2019 Climate Action Summit Report point at the importance of action for sustainable development for establishing acceptable life conditions for current and future generations. Therefore, a candidate learning outcome for broadening effectiveness research's scope is action competence in sustainable development (ACiSD), which consists of the relevant knowledge, willingness, capacity expectations, and outcome expectancy regarding actions for sustainable development. In order to initiate adding ACiSD as a learning outcome to effectiveness research, the current study contributed to establishing that formal education plays a part in changes in students' ACiSD. Firstly, we studied how much variance in ACiSD can be attributed to what happens in classrooms. Secondly, we looked into how class groups' and early adolescent students' ACiSD changed after one school year. Following recommendations for rigour in effectiveness research, we performed multilevel analyses on survey data (question one: = 1398; question two: = 633). Our evidence showed that 11% of variance in ACiSD was attributable to what happens in classrooms with explained variance in the subconstructs ranging between 7.2 and 14.2%. Furthermore, individual students as well as class groups showed higher ACiSD scores when comparing measurements at beginning and end of one school year. We conclude that the classroom level matters to changes in ACiSD within early adolescents. Further research can now look into how and to which extent teachers' educational approaches affect these changes.
在关于教育成效的文献中，要求纳入数学、科学和语言之外学习内容的呼声越来越高。与此同时，诸如联合国《2019年气候行动峰会报告》等国际政策文件指出，为当代和后代建立可接受的生活条件而采取可持续发展行动至关重要。因此，拓宽教育成效研究范围的一个候选学习成果是可持续发展行动能力（ACiSD），它包括与可持续发展行动相关的知识、意愿、能力期望和结果期望。为了开始将ACiSD作为一个学习成果纳入教育成效研究，本研究有助于确定正规教育在学生ACiSD的变化中发挥作用。首先，我们研究了ACiSD的多大差异可归因于课堂上发生的事情。其次，我们研究了班级群体和青少年早期学生的ACiSD在一学年后如何变化。遵循教育成效研究严谨性的建议，我们对调查数据进行了多层次分析（问题一：n = 1398；问题二：n = 633）。我们的证据表明，ACiSD中11%的差异可归因于课堂上发生的事情，子结构中的解释方差在7.2%至14.2%之间。此外，在比较一学年开始和结束时的测量结果时，个体学生以及班级群体的ACiSD得分更高。我们得出结论，课堂层面对于青少年早期ACiSD的变化很重要。现在，进一步的研究可以探讨教师的教育方法如何以及在多大程度上影响这些变化。
