Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 548313
Title Towards a Rubric for Stimulating and Evaluating Sustainable Learning
Author(s) Gulikers, Judith; Oonk, Carla
Source Sustainability 11 (2019)4. - ISSN 2071-1050
DOI https://doi.org/10.3390/su11040969
Department(s) WASS
Education and Learning Sciences
Publication type Refereed Article in a scientific journal
Publication year 2019
Keyword(s) Boundary crossing - Stakeholders - Student learning - Sustainable assessment - Sustainable learning - Wicked problems
Abstract

Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don't know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable. Dealing with these issues requires crossing boundaries between people coming from different 'practices', e.g., disciplines, cultures, academia versus society, thereby making the learning and working process a challenging but critical learning experience in itself. We argue that education for sustainability should not primarily focus on student content knowledge or development of certain products or answers. It should focus on stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. This allows students to learn to work with 'others' around the boundaries, and thereby to develop the ability to co-create new knowledge and work towards innovation or transformation for sustainable practice. Building on the boundary crossing theory and using mixed methods and interventions, this design-based study iteratively develops a boundary crossing rubric as an instrument to operationalise student learning in transdisciplinary projects into concrete student behaviour. This rubric in turn can explicate, stimulate and assess student learning and development in transdisciplinary sustainability projects.

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