Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15198
Full metadata record
DC FieldValueLanguage
dc.contributor.authorQuinn, Francesen
dc.contributor.authorLyons, Terryen
local.source.editorEditor(s): Constantinos P Constantinou, Nicos Papadouris, Angela Hadjigeorgiouen
dc.date.accessioned2014-06-05T14:52:00Z
dc.date.issued2014en
dc.identifier.citationProceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning (Strand 9: Environmental, health and outdoor science education), p. 1-6en
dc.identifier.isbn9789963700776en
dc.identifier.urihttps://hdl.handle.net/1959.11/15198en
dc.description.abstractTwo key elements of education for sustainability (EfS) are action-competence, and the importance of place and experiencing the natural world. These elements emphasise and depend on the relationship between learners and their real world contexts, and have been incorporated to some extent into the sustainability cross-curricular perspective of the new Australian curriculum. Given the importance of real-world experiential learning in EfS, what is to be made of the use of multi-user virtual worlds in EfS? We went with our preservice secondary science teachers to the very appealing virtual world 'Quest Atlantis', which we are using in this paper as an example to explore the value of virtual worlds in EfS. In assessing the virtual world of 'Quest Atlantis' against Australia's Sustainability Curriculum Framework, many areas of coherence are evident relating to world viewing, systems thinking and futures thinking, knowledge of ecological and human systems, and implementing and reflecting on the consequences of actions. The power and appeal of these virtual experiences in developing these knowledges is undeniable. However there is some incoherence between the elements of EfS as expressed in the Sustainability Curriculum Framework and the experience of QA where learners are not acting in their real world, or developing connection with real place. This analysis highlights both the value and some limitations of virtual worlds as a venue for EfS.en
dc.languageenen
dc.publisherEuropean Science Education Research Association (ESERA)en
dc.relation.ispartofProceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learningen
dc.titleEducating for sustainability in virtual worlds: Does the virtual have value?en
dc.typeConference Publicationen
dc.relation.conferenceESERA 2013: 10th Conference of the European Science Education Research Association, Nicosia, Cyprus, 2nd - 7th September, 2013en
dc.subject.keywordsScience, Technology and Engineering Curriculum and Pedagogyen
dc.subject.keywordsSecondary Educationen
dc.subject.keywordsEducational Technology and Computingen
local.contributor.firstnameFrancesen
local.contributor.firstnameTerryen
local.subject.for2008130106 Secondary Educationen
local.subject.for2008130212 Science, Technology and Engineering Curriculum and Pedagogyen
local.subject.for2008130306 Educational Technology and Computingen
local.subject.seo2008930203 Teaching and Instruction Technologiesen
local.subject.seo2008930201 Pedagogyen
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailfquinn@une.edu.auen
local.profile.emailtlyons3@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20140225-123749en
local.publisher.placeonlineen
local.format.startpage1en
local.format.endpage6en
local.peerreviewedYesen
local.identifier.issueStrand 9: Environmental, health and outdoor science educationen
local.title.subtitleDoes the virtual have value?en
local.contributor.lastnameQuinnen
local.contributor.lastnameLyonsen
dc.identifier.staffune-id:fquinnen
dc.identifier.staffune-id:tlyons3en
local.profile.orcid0000-0002-3144-3416en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:15414en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleEducating for sustainability in virtual worldsen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.esera.org/media/eBook_2013/strand%209/Frances_Quinn_4Dec2013.pdfen
local.relation.urlhttp://www.esera.org/publications/esera-conference-proceedings/science-education-research-for-evidence-/en
local.conference.detailsESERA 2013: 10th Conference of the European Science Education Research Association, Nicosia, Cyprus, 2nd - 7th September, 2013en
local.description.statisticsepubsVisitors: 181<br />Views: 327<br />Downloads: 0en
local.search.authorQuinn, Francesen
local.search.authorLyons, Terryen
Appears in Collections:Conference Publication
School of Education
Files in This Item:
3 files
File Description SizeFormat 
Show simple item record

Page view(s)

122
checked on May 2, 2019
Google Media

Google ScholarTM

Check


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.