Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development

Author： Borg C. Gericke N. Höglund H.-O. Bergman E.

ISSN： 1469-5871

Source： Environmental Education Research, Vol.20, Iss.4, 2014-07, pp. : 526-551

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Related content

Student teachers' learning about subject matter and pedagogy in education for sustainable development

By Corney Graham Reid Alan

Environmental Education Research, Vol. 13, Iss. 1, 2007-02 ,pp. : 33-54

Routledge Ltd

Access to resources Recommend Favorite

Unsustainable development to sustainable development: a conceptual model

By Gandhi N. Mohan Das Selladurai V. Santhi P.

Management of Environmental Quality: An International Journal, Vol. 17, Iss. 6, 2006-11 ,pp. : 654-672

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

A conceptual model to frame goals of sustainable development

International Journal of Sustainable Development and Planning, Vol. 1, Iss. 4, 2007-01 ,pp. : 1-18

WITPress

Access to resources Recommend Favorite

Towards a conceptual framework for development of sustainable development indicators for an urban setup

By Nathan Hippu Salk Kristle

International Journal of Sustainable Development, Vol. 15, Iss. 3, 2012-07 ,pp. : 187-205

Inderscience Publishers

Access to resources Recommend Favorite

The Sustainable Development Goals: An Experience on Higher Education

By Crespo Bárbara Míguez-Álvarez Carla Arce María Elena Cuevas Miguel Míguez José Luis

Sustainability, Vol. 9, Iss. 8, 2017-08 ,pp. : 1353-1353

MDPI

Access to resources Recommend Favorite