Sustainability Pedagogy: Effects and Impacts on High School Students’ Knowledge, Behaviour Intention and Actual Behaviour about Sustainability
Bibliographic record
Abstract
The sustainability pedagogy has been considered a central framework for projects in Education for Sustainability due to its importance of equipping people with knowledge, values, skills, attitudes, and behaviors compatible with sustainability. Despite its theoretical-practical importance, there is still a gap in works that demonstrate its actual effectiveness. This work presents the outcomes of the Education for Sustainability Project (EfS) (2010-2016) developed by high school teachers and students in Sao Paulo, Brazil. The EfS considered a particular sustainability pedagogy as a guide for its activities and interventions in the school through active learning methodologies and multi-stakeholder social learning. Its effects and impacts on participant students’ knowledge, actual behavior, and behavior intention were assessed quali-quantitatively by open-ended questions pre and post-tests. The participant students presented marked changes in knowledge and behaviors (compared to a control group) considering the adopted sustainability pedagogy, evidencing its effectiveness as a framework for different projects aiming at the formation of more sustainable individuals and societies.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".