Learning to spend time in unusual times: An inquiry into the potential for sustainability learning during COVID-19-induced school closures
-
Published:2023-12
Issue:6
Volume:69
Page:823-849
-
ISSN:0020-8566
-
Container-title:International Review of Education
-
language:en
-
Short-container-title:Int Rev Educ
Author:
Grauer ClaireORCID, Frank PascalORCID, Fischer DanielORCID
Abstract
AbstractWhile current research on school closures during the COVID-19 pandemic is predominantly concerned with learning deficits, the exploratory study presented here focuses on the previously neglected question of young people’s concrete learning experiences during this disruptive period, with a focus on how they used their time and how this relates to their individual needs. The authors interviewed German secondary school students via Zoom and used a grounded theory approach and a transformative learning theory framework to derive recommendations for environmental and sustainability education (ESE). Their findings highlight two important insights: first, that the predominant focus on academic learning loss obscures a more comprehensive understanding of students’ learning experiences; and second, that real-world experiments such as the involuntary school closures during the pandemic may hold the potential to start meaningful, transformative learning processes and experimentation with new strategies for needs satisfaction.
Funder
Bundesministerium für Bildung und Forschung Leuphana Universität Lüneburg
Publisher
Springer Science and Business Media LLC
Reference64 articles.
1. Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 178–194). San Francisco, CA: Jossey Bass. 2. Andresen, S., Heyer, L., Lips, A., Rusack, T., Schröer, W., Thomas, S., & Wilmes, J. (2020). „Die Corona-Pandemie hat mir wertvolle Zeit genommen“: Jugendalltag 2020 [“The Corona pandemic has taken valuable time away from me”: Young people’s everyday life in 2020]. Hildesheim: Universitätsverlag Hildesheim. https://doi.org/10.18442/163 3. Andrew, A., Cattan, S., Diaz, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020). Inequalities in children’s experiences of home learning during the COVID-19 lockdown in England. Fiscal Studies, 41(3), 653–683. https://doi.org/10.1111/1475-5890.12240 4. Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using Zoom videoconferencing for qualitative data collection: Perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 1–8 (online). https://doi.org/10.1177/1609406919874596 5. Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 Quarantine. World Development, 138, Art. no. 105225. https://doi.org/10.1016/j.worlddev.2020.105225
|
|