English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students struggle, teaching sustainability lends itself to pedagogical examination within the scholarship of threshold concepts. This article investigates students’ understanding of sustainability in the seven semesters when the concept of sustainability was introduced via role-playing simulation and compares it with the similar data from a more recent semester when simulation was supplemented with traditional lecture and classroom exercises. Ultimately, our research question is twofold: (1) How do students define a multifaceted concept like global sustainability and (2) what is the better way to teach it – active learning only or active learning in combination with traditional instruction? Certaines des difficultes rencontrees quand on enseigne la durabilite mondiale dans des cours de base de sciences politiques sont les divers accents mis sur ces concepts et l’absence de consensus sur la question de savoir ou devrait se situer l’equilibre general entre la protection de l’environnement, le developpement economique et la justice sociale. Tout comme c’est le cas avec de nombreux concepts flous qui donnent des difficultes aux etudiants, l’enseignement de la durabilite se prete a un examen pedagogique au sein de la recherche sur les concepts de seuil. Cet article se penche sur la maniere dont les etudiants ont compris la durabilite pendant les sept semestres au cours desquels le concept de durabilite a ete presente par le biais de simulation de jeux de roles et il la compare aux donnees semblables recueillies lors d’un semestre plus recent au cours duquel la simulation a ete supplementee par des cours magistraux traditionnels et des exercices de classe. En fin de compte, notre question de recherche est double : 1) Comment les etudiants definissent-ils un concept qui presente de nombreuses facettes tel que la durabilite mondiale, et 2) Quelle est la meilleure maniere de l’enseigner exclusivement par un apprentissage actif ou par le biais d’un apprentissage actif combine a une instruction traditionnelle?

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning