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1

Sustainability Pedagogy in Practice: An Example from Health Education

100%
Kosáros A., Ildikó K., Lakatos G.
Journal of Teacher Education for Sustainability
|
2007
|
vol. 7
79-87
EN
At the UN World Summit on Sustainable Development in Johannesburg, the period between 2005 and 2015 was declared to be the decade of sustainability. Therefore, it is important to see the implementation of sustainability pedagogy come to the fore in every country. Putting this into practice may lead to hardships for headmasters and teachers in schools. This process requires changes in behavior and approaches, besides, the development of certain students' skills have to be considered that the institutions have not perceived as their duty so far. To implement the idea of sustainability in education, in every country from elementary to higher education, properly trained and prepared teachers are needed. Post-graduate teacher training, international interchange of experience have to be stressed. Furthermore, to understand the content of sustainability and put it into everyday practice in schools, the activities have to be fact-based, with clear directions and have easily available teacher aids. The article demonstrates method how to implement projects related to healthy nutrition.
2

Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17

88%
Katona I., Kárász I., Leskó G., Kosáros A., Lakatos G.
Journal of Teacher Education for Sustainability
|
2008
|
vol. 10
79-90
EN
Finding solutions to the problems of environmental protection and nature conservation, developing and performing environmentally conscious behaviour have become the main task of recent decade, this equally involves political, economic and social spheres. Beyond networking between these spheres, the media have to undertake a specific role in solving the above-mentioned problems and also attaining sustainability. A survey was conducted among 234 students between the age of 13-17, searching for the answers what connections students have to the media and whether and to what extent they are reached by the thematic channels and television programmes related to the environment and nature. It is argued that to deal with the issues raised by the results of the survey, a module dealing with environmental protection and nature conservation based on the application of different elements of media should be created for Hungarian schools.
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