75
United Nations Educational, Scientific and Cultural Organization (UNESCO), (2009).
United
Nations Decade of Education for Sustainable Development (DESD 2005
−
2014). Review of
Contexts and Structures for Education for sustainable Development Learning for a
sustainable world.
Paris: UNESCO.
US Congress Office
of Technological Assessment, (1992).
Executive summary, Green
products by design.
Washington, DC: US Government Printing Office.
US National Research Council, (1996).
National science educationa standards
. Washington
D.C: National Academy Press.
Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry’s lack
of relevance in secondary school chemical education.
International Journal of Science
Education, 26
(13)
,
1635
−
1651.
Van den Akker, J., Gravemeijer, K., McKenney, S. & Nieveen, N. (2006).
Introducing
educational design research. In J. van den Akker, K. Gravemeijer, S. McKenney, & N.
Nieveen (Eds.),
Educational design research,
pp. 3–7. London: Routledge.
Vassiliou, A. (2011).
Education in Europe: National Policies, Science Practices and
research.
Euroopan
komissio,
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/133EN.pdf
,
13.6.2013.
Vervaeke, M. (2012). Life Cycle Assessment Software for Product and Process Sustainability
Analysis.
Journal of Chemical Education,
89
, 884–890.
Vilches, A. & Gil-Pérez, D. (2013). Creating a sustainable future: Some philosophical and
educational considerations for chemistry teaching.
Science & Education
,
22
, 1857
−
1872.
Vygotsky, L. (1978).
Mind in society: The development of higher mental processes
.
Cambridge, MA: Harvard University Press
Välisaari, J. & Lundell, J. (2008). Kemian opetuksen päivät 2008: Uusia oppimisympäristöjä
ja ongelmalähtöistä opetusta.
[
Chemistry education days 2008: Novel learning environments
and problem-based teaching.
]
University of Jyväskylä.
Wang, F. & Hannafin, M. (2004).
Using design-based research in design and research
oftechnology-enhanced learning environments.
Article presented in the conference the Annual
meeting of the American Educational Research Association, San Diego, CA.
Watson M., Lozano R., Noyes C. & Rodgers M. (2013). Assessing curricula contribution to
sustainability more holi- stically: experiences from the integration of curricula assess- ment
and students’ perceptions at the Georgia Institute of Technology.
Journal of Cleaner
Production,
61
, 106–116.
Willamo, R. (2002). Ympäristökasvatuksen peruskysymysten äärellä: Ihminen on osa luontoa
– mikä oikeastaan on ihmisen luontosuhde.
[
At the basic
questions of environmental
education: A human is part of the nature – what really is a nature realtionship of a human.
]
Natura, 39
(1), 5
−
9.
76
Wilmes, S. & Howarth, J. (2009). Using issues-based science in the classroom,
The Science
Teacher, 76
(7)
,
24
−
29.
Wolff, L.-A. (2004a). Ympäristökasvatus ja kestävä kehitys: 1960-luvulta nykypäivään.
[
Environmental education and sustainable development: from 1960’s to present.
]
In H.
Cantell, (Eds.)
Ympäristökasvatuksen käsikirja.
[
The handbook of environmental education.
]
pp. 18
−
29. Juva: PS-kustannus.
Wolff, L.-A. (2004b). Tulevaisuuteen tähtäävä kasvatus.
[
Future-orientated education.
]
In H.
Cantell, (2004).
Ympäristökasvatuksen käsikirja.
[
The handbook of environmental education.
]
pp. 209
−
214. Juva: PS-kustannus.
Wolff, L.-A. (2006). Education for sustainable development needs a critical approach. In
Tani, S. (Eds.)
Sustainable development through education. Proceedings of the international
conference on environmental education,
pp. 29
−
46. University of Helsinki.
World Bank, (2009).
World Development Report 2010: development in a changing climate.
World Bank, Washington, DC.
Worldwatch Institute, (2012).
State of the World 2012 – Towards sustainable wellbeing.
Helsinki: Gaudeamus.
World Wide Fund for Nature (WWF), (2012).
Living planet report. Biodiversity, biocapacity
and better choices
.
http://www.wwf.or.jp/activities/lib/lpr/WWF_LPR_2012.pdf
, 4.5.2013.
Wylie, J., Sheehy, N.,
McGuinness, C. & Orhard, G. (1998). Children’s thinking about air
pollution: a systems theory analysis.
Environmental Education Research
,
4
(2), 117
−
136.
Yager, S., Lim, G. & Yager, R. (2006). The advantages of an STS approach over a typical
textbook dominated approach in middle school science.
School Science and Mathematics,
106
(5)
,
248
−
260.
Yavez, B., Goldman, D. & Peer, S. (2009). Environmental literacy of pre-service teachers in
Israel: a comparison between at the onset and end of their studies.
Environmental Education
Research
,
15
(4),
393
−
415.
Åhlberg, M. (2005).
Integrating education for sustainable development.
Handbook of
sustainability research. pp. 477-504. Frankfurt am Main: Peter Lang.
Zeidler, D., Sadler, T., Simmons, M. & Howes, E. (2005). Beyond STS: A research-based
framework for socioscientific issues education.
Science Education
,
89
(3), 357
−
377.
Zelezny, L., Chua, P-P. & Aldrich, C. (2000). Elaborating
on gender differences in
environmentalism.
Journal of Social Issues, 56
(3), 443
−
457.
Zoller, U. (2012). Science Education for Global Sustainability: What Is Necessary for
Teaching, Learning, and Assessment Strategies?
Journal of Chemical Education
,
89
,
297
−
300.
Zsóka, Á, Szerényi, Z., Széchy, A. & Kocsis, T. (2013). Greening due to environmental
education?
Environmental knowledge, attitudes, consumer behaviour and everyday pro-
77
environmental activities of Hungarian high school and university students.
Journal of Cleaner
Production, 48,
126–138.
Do'stlaringiz bilan baham: 
