請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/91749
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 張聖琳 | zh_TW |
dc.contributor.advisor | Shenglin Elijah Chang | en |
dc.contributor.author | 郭普清 | zh_TW |
dc.contributor.author | Camille Kuo | en |
dc.date.accessioned | 2024-02-22T16:32:46Z | - |
dc.date.available | 2024-02-23 | - |
dc.date.copyright | 2024-02-22 | - |
dc.date.issued | 2024 | - |
dc.date.submitted | 2024-01-31 | - |
dc.identifier.citation | Activities of the UNESCO-UNEP International Environmental Education Programme: 1975-1983. (1984). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000059759
Allen, J. H., Beaudoin, F., Lloyd-Pool, E., & Sherman, J. (2014). Pathways to Sustainability Careers: Building Capacity To Solve Complex Problems. Sustainability, 7(1), 47–53. https://doi.org/10.1089/SUS.2014.9817 Arbo, P., & Benneworth, P. (2007). Understanding the Regional Contribution of Higher Education Institutions: A Literature Review. OECD. https://doi.org/10.1787/161208155312 Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416–430. https://doi.org/10.1108/14676370710823582 Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806 Braun, V., & Clarke, V. (2021a). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238 Braun, V., & Clarke, V. (2021b). Thematic Analysis: A Practical Guide. SAGE Publications Ltd. https://uk.sagepub.com/en-gb/asi/thematic- analysis/book248481 Bryant, J., Ayers, J., & Missimer, M. (2023). What transforms? –Transformative learning in a sustainability leadership master’s program. International Journal of Sustainability in Higher Education, 24(9), 231–251. https://doi.org/10.1108/IJSHE-03-2022-0086 Bryant, J., Ayers, J., Missimer, M., & Broman, G. (2021). Transformational learning for sustainability leadership – essential components in synergy. International Journal of Sustainability in Higher Education, 22(8), 190–207. https://doi.org/10.1108/IJSHE-01-2021-0014 Clark, S. G., Rutherford, M. B., Auer, M. R., Cherney, D. N., Wallace, R. L., Mattson, D. J., Clark, D. A., Foote, L., Krogman, N., Wilshusen, P., & Steelman, T. (2011). College and University Environmental Programs as a Policy Problem (Part 2): Strategies for Improvement. Environmental Management, 47(5), 716–726. https://doi.org/10.1007/s00267-011-9635-2 Clark, W. C., & Dickson, N. M. (2003). Sustainability science: The emerging research program. Proceedings of the National Academy of Sciences, 100(14), 8059–8061. https://doi.org/10.1073/pnas.1231333100 Core Writing Team, H. Lee and J. Romero (eds. (2023). IPCC, 2023: Summary for Policymakers. In: Climate Change 2023: Synthesis Report.Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. In Climate Change 2023: Synthesis Report (Full Volume) Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change (pp. 1–34). https://doi.org/10.59327/IPCC/AR6-9789291691647 Cortese, A. (2003). The critical role of higher eduction in creating a sustainable future. Planning for Higher Education. https://www.semanticscholar.org/paper/THE-CRITICAL-ROLE-OF-HIGHER-EDUCATION-IN-CREATING-A-Cortese/ce162ec9c26ad762905661117ac61aae7987b1bb Disterheft, A., Caeiro, S., Azeiteiro, U., & Filho, W. (2013). Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition (pp. 3–27). https://doi.org/10.1007/978-3-319-02375-5_1 Downey, Gary Lee, and Teun Zuiderent-Jerak. 2017. “Making and Doing: Engagement and Reflexive Learning in STS.” In The Handbook of Science and Technology Studies, 4th ed., edited by Ulrike Felt, Rayvon Fouché, Clark A. Miller, and Laurel Smith-Doerr, 223–251. Cambridge, MA: MIT Press Fazey, I., Schäpke, N., Caniglia, G., Patterson, J., Hultman, J., van Mierlo, B., Säwe, F., Wiek, A., Wittmayer, J., Aldunce, P., Al Waer, H., Battacharya, N., Bradbury, H., Carmen, E., Colvin, J., Cvitanovic, C., D’Souza, M., Gopel, M., Goldstein, B., … Wyborn, C. (2018). Ten essentials for action-oriented and second order energy transitions, transformations and climate change research. Energy Research & Social Science, 40, 54–70. https://doi.org/10.1016/j.erss.2017.11.026 Figueiró, P. S., Neutzling, D. M., & Lessa, B. (2022). Education for sustainability in higher education institutions: A multi-perspective proposal with a focus on management education. Journal of Cleaner Production, 339, 130539. https://doi.org/10.1016/j.jclepro.2022.130539 Fisher, P. B., & McAdams, E. (2015). Gaps in sustainability education: The impact of higher education coursework on perceptions of sustainability. International Journal of Sustainability in Higher Education, 16(4), 407–423. https://doi.org/10.1108/IJSHE-08-2013-0106 Hager, P., & Beckett, D. (1995). Philosophical underpinnings of the integrated conception of competence. Educational Philosophy and Theory, 27(1), 1–24. https://doi.org/10.1111/j.1469-5812.1995.tb00209.x Heiskanen, E., Thidell, Å., & Rodhe, H. (2016). Educating sustainability change agents: The importance of practical skills and experience. Journal of Cleaner Production, 123, 218–226. https://doi.org/10.1016/j.jclepro.2015.11.063 Hitch, C. J. (1960). On the Choice of Objectives in Systems Studies. RAND Corporation. https://www.rand.org/pubs/papers/P1955.html Jones, P., Selby, D., & Sterling, S. R. (2010). Chapter 4: Third Wave Sustainability in Higher Educaiton: Some (Inter) National Trends and Developments. In Sustainability Education: Perspectives and Practice Across Higher Education (pp. 55–74). Earthscan. Jones, P., Trier, C. J., & Richards, J. P. (2008). Embedding Education for Sustainable Development in higher education: A case study examining common challenges and opportunities for undergraduate programmes. International Journal of Educational Research, 47(6), 341–350. https://doi.org/10.1016/j.ijer.2008.11.001 Kahn, R. V. (2010). Critical Pedagogy, Ecoliteracy, & Planetary Crisis: The Ecopedagogy Movement. Peter Lang. Khagram, S., Nicholas, K. A., Bever, D. M., Warren, J., Richards, E. H., Oleson, K., Kitzes, J., Katz, R., Hwang, R., Goldman, R., Funk, J., & Brauman, K. A. (2010). Thinking about knowing: Conceptual foundations for interdisciplinary environmental research. Environmental Conservation, 37(4), 388–397. https://doi.org/10.1017/S0376892910000809 Kimmerer, R. W. (2020). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Penguin UK. Kioupi, V., & Voulvoulis, N. (2022). The Contribution of Higher Education to Sustainability: The Development and Assessment of Sustainability Competences in a University Case Study. Education Sciences, 12(6), Article 6. https://doi.org/10.3390/educsci12060406 Komiyama, H., & Takeuchi, K. (2006). Sustainability science: Building a new discipline. Sustainability Science, 1(1), 1–6. https://doi.org/10.1007/s11625-006-0007-4 König, A. (2015). Changing requisites to universities in the 21st century: Organizing for transformative sustainability science for systemic change. Current Opinion in Environmental Sustainability, 16, 105–111. https://doi.org/10.1016/j.cosust.2015.08.011 Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I., & Gaeremynck, V. (2013). The integration of competences for sustainable development in higher education: An analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65–73. https://doi.org/10.1016/j.jclepro.2011.12.034 Levin, K., Cashore, B., Bernstein, S., & Auld, G. (2012). Overcoming the tragedy of super wicked problems: Constraining our future selves to ameliorate global climate change. Policy Sciences, 45(2), 123–152. https://doi.org/10.1007/s11077-012-9151-0 Liboiron, M., Simmonds, E., Allen, E., Wells, E., Melvin, J., Zahara, A., & Mather, C. (2021). DOING ETHICS WITH COD. https://doi.org/10.7551/mitpress/11310.003.0009 Lozano, R. (2006). Incorporation and institutionalization of SD into universities: Breaking through barriers to change. Journal of Cleaner Production, 14(9), 787–796. https://doi.org/10.1016/j.jclepro.2005.12.010 Lozano, R. (2010). Diffusion of sustainable development in universities’ curricula: An empirical example from Cardiff University. Journal of Cleaner Production, 18(7), 637–644. https://doi.org/10.1016/j.jclepro.2009.07.005 Lozano, R., Barreiro-Gen, M., D’Amato, D., Gago-Cortes, C., Favi, C., Martins, R., Monus, F., Caeiro, S., Benayas, J., Caldera, S., Bostanci, S., Djekic, I., Moneva, J. M., Sáenz, O., Awuzie, B., & Gladysz, B. (2023). Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions. Sustainable Development, 31(1), 349–359. https://doi.org/10.1002/sd.2396 Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: Becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10–19. https://doi.org/10.1016/j.jclepro.2011.10.006 Margaret Podger, D., Mustakova‐Possardt, E., & Reid, A. (2010). A whole‐ person approach to educating for sustainability. International Journal of Sustainability in Higher Education, 11(4), 339–352. https://doi.org/10.1108/14676371011077568 Meyer, S. R., Levesque, V. R., Bieluch, K. H., Johnson, M. L., McGreavy, B., Dreyer, S., & Smith, H. (2016). Sustainability science graduate students as boundary spanners. Journal of Environmental Studies and Sciences, 6(2), 344– 353. https://doi.org/10.1007/s13412-015-0313-1 Miller, T. R., Muñoz‐Erickson, T., & Redman, C. L. (2011). Transforming knowledge for sustainability: Towards adaptive academic institutions. International Journal of Sustainability in Higher Education, 12(2), 177–192. https://doi.org/10.1108/14676371111118228 Moore, J. (2005). Seven recommendations for creating sustainability education at the university level: A guide for change agents. International Journal of Sustainability in Higher Education, 6(4), 326–339. https://doi.org/10.1108/14676370510623829 NTNU-Graduate Program of TIGP Biodiversity. (n.d.). Retrieved November 4, 2023, from https://en.ntnu.edu.tw/p-TIGP.php NTU Office of Sustainability. (n.d.). NTU Office of Sustainability. Retrieved November 4, 2023, from https://sustainable.ntu.edu.tw, https://sustainable.ntu.edu.tw/en O’Byrne, D., Dripps, W., & Nicholas, K. A. (2015). Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education. Sustainability Science, 10(1), 43–59. https://doi.org/10.1007/s11625-014-0251-y Ohtomo, Y., Kakegawa, T., Ishida, A., Nagase, T., & Rosing, M. T. (2014). Evidence for biogenic graphite in early Archaean Isua metasedimentary rocks. Nature Geoscience, 7(1), Article 1. https://doi.org/10.1038/ngeo2025 Onuki, M., & Mino, T. (2009). Sustainability education and a new master’s degree, the master of sustainability science: The Graduate Program in Sustainability Science (GPSS) at the University of Tokyo. Sustainability Science, 4(1), 55–59. https://doi.org/10.1007/s11625-009-0073-5 Our Common Journey: A Transition Toward Sustainability. (1999). National Academies Press. https://doi.org/10.17226/9690 Overview—Master’s Program in Biodiversity, NTU 臺大生物多樣性國際碩士學位學程. (n.d.). Overview - Master’s Program in Biodiversity, NTU 臺大生物多樣性國際碩士學位學程. Retrieved August 3, 2023, from https://mpb.ntu.edu.tw/about/overview Papenfuss, J., Merritt, E., Manuel-Navarrete, D., Cloutier, S., & Eckard, B. (2019). Interacting Pedagogies: A Review and Framework for Sustainability Education. Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. SAGE Publications. Peters, S., & Wals, A. (2013). Learning and knowing in pursuit of sustainability: Concepts and tools for trans-disciplinary environmental research. Trading Zones in Environmental Education: Creating Transdisciplinary Dialogue, 79–104. Proctor, J. D., Clark, S. G., Smith, K. K., & Wallace, R. L. (2013). A manifesto for theory in environmental studies and sciences. Journal of Environmental Studies and Sciences, 3(3), 331–337. https://doi.org/10.1007/s13412-013-0122-3 Rev.com. (n.d.). Transcribe Speech to Text. Rev. Retrieved November 5, 2023, from https://www.rev.com/ Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127–135. https://doi.org/10.1016/j.futures.2011.09.005 Riessman, C. K. (2008). Narrative Methods for the Human Sciences. SAGE. Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730 Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: A systematic literature review (1999-2019). International Journal of Sustainability in Higher Education, 21(5), 993–1013. https://doi.org/10.1108/IJSHE-05-2019-0168 Salovaara, J. J., Soini, K., & Pietikäinen, J. (2020). Sustainability science in education: Analysis of master’s programmes’ curricula. Sustainability Science, 15(3), 901–915. https://doi.org/10.1007/s11625-019-00745-1 Segalàs, J., Ferrer-Balas, D., & Mulder, K. F. (2010). What do engineering students learn in sustainability courses? The effect of the pedagogical approach. Journal of Cleaner Production, 18(3), 275–284. https://doi.org/10.1016/j.jclepro.2009.09.012 Sterling, S. (2001). Sustainable education. Tamura, M., & Uegaki, T. (2012). Development of an educational model for sustainability science: Challenges in the Mind–Skills–Knowledge education at Ibaraki University. Sustainability Science, 7(2), 253–265. https://doi.org/10.1007/s11625-011-0156-y Trencher, G., Terada, T., & Yarime, M. (2015). Student participation in the co- creation of knowledge and social experiments for advancing sustainability: Experiences from the University of Tokyo. Current Opinion in Environmental Sustainability, 16, 56–63. https://doi.org/10.1016/j.cosust.2015.08.001 Trencher, G., Yarime, M., McCormick, K. B., Doll, C. N. H., & Kraines, S. B. (2014). Beyond the third mission: Exploring the emerging university function of co-creation for sustainability. Science and Public Policy, 41(2), 151–179. https://doi.org/10.1093/scipol/sct044 Umpleby, S. A. (2014). Second-Order Science: Logic, Strategies, Methods. Constructivist Foundations, 10(1), 16–23. Van Dyke, F., & Lamb, R. L. (2020). The Anthropocene: Conservation in a Human-Dominated Nature. In F. Van Dyke & R. L. Lamb (Eds.), Conservation Biology: Foundations, Concepts, Applications (pp. 81–124). Springer International Publishing. https://doi.org/10.1007/978-3-030-39534-6_3 Vaughter, P., Wright, T., McKenzie, M., & Lidstone, L. (2013). Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post- Secondary Education. Sustainability, 5(5), Article 5. https://doi.org/10.3390/su5052252 Vincent, S., & Mulkey, S. (2015). Transforming US higher education to support sustainability science for a resilient future: The influence of institutional administrative organization. Environment, Development and Sustainability, 17(2), 341–363. https://doi.org/10.1007/s10668-015-9623-4 Wals, A. E. J., & Jickling, B. (2002). “Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221–232. https://doi.org/10.1108/14676370210434688 White, S., Pfister, C., & Mauelshagen, F. (2018). The Palgrave Handbook of Climate History. Palgrave Macmillan UK. Wiek, A., Farioli, F., Fukushi, K., & Yarime, M. (2012). Sustainability science: Bridging the gap between science and society. Sustainability Science, 7(1), 1–4. https://doi.org/10.1007/s11625-011-0154-0 Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6 Wong, P. (2017). A mixed methods approach for assessing student and staff perceptions and experiences of a new collaborative transnational pharmacy programme. https://www.semanticscholar.org/paper/A-mixed-methods- approach-for-assessing-student-and- Wong/3a0be6d956652e23ae3ac572cbfe92a82cf74835 Yarime, M., Trencher, G., Mino, T., Scholz, R. W., Olsson, L., Ness, B., Frantzeskaki, N., & Rotmans, J. (2012). Establishing sustainability science in higher education institutions: Towards an integration of academic development, institutionalization, and stakeholder collaborations. Sustainability Science, 7(1), 101–113. https://doi.org/10.1007/s11625-012-0157-5 | - |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/91749 | - |
dc.description.abstract | none | zh_TW |
dc.description.abstract | This realm of education for biodiversity exists in a difficult space. On one hand it seeks to use the mechanisms of science, in all of its empirical approaches and objective, causal, truth-finding intentions. And on the other hand, biodiversity science attempts to remedy the problem which is the unsustainable practices of contemporary human organization. Thus, National Taiwan University’s Masters Program in Biodiversity (MPB) faces the same “wicked problem” that all other institutions in the realm of sustainability science face; a paradoxical desire to apply scientific knowledge to solve human systems. MPB is an interdisciplinary program conducted within NTU’s International College. The aim of MPB is to train professionals in the environmental sciences whose interdisciplinary approach will allow them to bridge frameworks and disciplines in order to create, collaborate, and innovate novel solutions to the crises of biodiversity loss and climate change in general. But in the context of wicked problems, MPB must be thinking, teaching, and practicing critical reflexive thinking that goes beyond the assumptions of the systems it resides in. The guiding question of this project is simple: how is does good biodiversity science taught and learned in MPB? Following from that, this project asks how is biodiversity science defined within and across MPB, and how do the pedagogical practices and outcomes reflect or contend with these goals? What are the frameworks for delivering knowledge that will enable students to think interdisciplinarily, and what roles do different actors have within these frameworks? What do MPB students consider to be fruitful sites of learning, and to what extent are they a result of intentional design aspects of MPB?. Through interviews, primary sources, and first-hand experience as a student within the program, this research uses a reflexive thematic analysis to explore the following key themes interpreted from the data; science as knowing, not making; good science requires deep knowledge; systems change requires translation; learning towards transformation happens outside of lectures; once students graduate, then what?. By exploring the intentions, actions, and pedagogies of the program, this thesis hopes to add to the global efforts in greater sustainable transformation in the face of one of the greatest existential questions facing humanity now. | en |
dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2024-02-22T16:32:46Z No. of bitstreams: 0 | en |
dc.description.provenance | Made available in DSpace on 2024-02-22T16:32:46Z (GMT). No. of bitstreams: 0 | en |
dc.description.tableofcontents | I. Acknowledgment and Dedication i
II. Abstract and Keywords ii III. Table of Contents iv IV. List of Figures and Tables v V. Introduction 1 VI. Literature Review… 7 VII. Methodology… 18 VIII. Analysis and Findings… 26 IX. Discussion… 76 X. Conclusion… 94 XI. References… 100 | - |
dc.language.iso | en | - |
dc.title | 高等教育中永續科學教學研究:個案分析國立臺灣大學生物多樣性國際碩士學位學程 | zh_TW |
dc.title | Disentangling National Taiwan University’s Master Program in Biodiversity: Evaluating intentions and actions of sustainability science in higher education | en |
dc.type | Thesis | - |
dc.date.schoolyear | 112-1 | - |
dc.description.degree | 碩士 | - |
dc.contributor.oralexamcommittee | Ashton Wesner;丁照棣 | zh_TW |
dc.contributor.oralexamcommittee | Ashton Wesner;Chau-Ti Ting | en |
dc.subject.keyword | 高等教育,中永續科學,永續發展科學,教學研究,生物多樣性,生態教育學, | zh_TW |
dc.subject.keyword | biodiversity,sustainability science,transformation research,ecopedagogy,competencies,higher education, | en |
dc.relation.page | 110 | - |
dc.identifier.doi | 10.6342/NTU202400159 | - |
dc.rights.note | 同意授權(全球公開) | - |
dc.date.accepted | 2024-02-02 | - |
dc.contributor.author-college | 共同教育中心 | - |
dc.contributor.author-dept | 生物多樣性國際碩士學位學程 | - |
顯示於系所單位: | 生物多樣性國際碩士學位學程 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-112-1.pdf | 1.35 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。