Richter, Lisa

[["dc.bibliographiccitation.artnumber","8332"],["dc.bibliographiccitation.issue","20"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Richter-Beuschel, Lisa"],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2020-10-19T13:34:12Z"],["dc.date.available","2020-10-19T13:34:12Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.3390/su12208332"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17616"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/68011"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.relation.eissn","2071-1050"],["dc.relation.issn","2071-1050"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.relation.orgunit","Zentrum für Biodiversität und Nachhaltige Landnutzung"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","9036"],["dc.bibliographiccitation.issue","16"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.volume","13"],["dc.contributor.author","Niens, Janna"],["dc.contributor.author","Richter-Beuschel, Lisa"],["dc.contributor.author","Stubbe, Tobias C."],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2021-08-18T16:06:33Z"],["dc.date.available","2021-08-18T16:06:33Z"],["dc.date.issued","2021-08"],["dc.description.sponsorship","“Niedersächsisches Vorab” of Volkswagen Foundation"],["dc.description.sponsorship","Open-Access-Publikationsfonds 2021"],["dc.identifier.doi","10.3390/su13169036"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/88785"],["dc.language.iso","en"],["dc.notes.intern","DeepGreen Import"],["dc.relation.eissn","2071-1050"],["dc.relation.issn","2071-1050"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Erziehungswissenschaft"],["dc.relation.orgunit","Arbeitsbereich Schulpädagogik / Empirische Schulforschung"],["dc.relation.orgunit","Zentrum für Biodiversität und Nachhaltige Landnutzung"],["dc.rights","CC BY 4.0"],["dc.title","Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","79"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Richter-Beuschel, Lisa"],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2020-09-28T14:01:13Z"],["dc.date.available","2020-09-28T14:01:13Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.3390/su12010079"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17069"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67916"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-344"],["dc.notes.intern","Merged from goescholar"],["dc.publisher","MDPI"],["dc.relation.eissn","2071-1050"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.relation.orgunit","Zentrum für Biodiversität und Nachhaltige Landnutzung"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Student Teachers’ Knowledge to Enable Problem-Solving for Sustainable Development"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","190"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Education Sciences"],["dc.bibliographiccitation.volume","8"],["dc.contributor.author","Richter-Beuschel, Lisa"],["dc.contributor.author","Grass, Ingo"],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2020-09-28T09:51:57Z"],["dc.date.available","2020-09-28T09:51:57Z"],["dc.date.issued","2018"],["dc.description.abstract","To cope with biodiversity and climate change challenges, Education for Sustainable Development (ESD) needs to emphasize knowledge that considers multiple perspectives. Optimizing teacher education requires knowledge about the prerequisites of student teachers. The latter includes content knowledge with respect to Sustainable Development (SD). Apart from situational and conceptual knowledge, procedural knowledge (containing solution strategies) is of special interest, but it is much more difficult to measure. Thus, this study aims at developing a refined procedure to measure SD-relevant procedural knowledge and to define a measure for such knowledge, including a suitable benchmark for its evaluation. As SD-relevant knowledge, the SD challenges biodiversity loss and climate change were focused on. For operationalizing these challenges, the highly relevant contexts insects and pollination and peatland use were chosen. For both SD challenges and contexts, potential solution strategies were identified by a literature review. A procedure was then tested to measure procedural knowledge. The procedure includes a two-round expert survey (Delphi approach) with an in-between think-aloud study with student teachers. The described innovative procedure resulted in a measure (18 items) to assess procedural knowledge of student teachers via effectiveness estimations of provided solution strategies. This measure contains procedural knowledge items that are related to prior presented scenarios regarding the two contexts and a benchmark to evaluate these items. The benchmark derives from the second round of the Delphi study. The procedure and the developed final instrument include expertise from multiple disciplines such as ESD, SD, biodiversity, insect and pollination, climate change and peatland use. The sophisticated procedure can be transferred to challenging measurement developments. Furthermore, the measure provided for SD-relevant knowledge can be applied to other target groups in upper secondary and in higher education within ESD."],["dc.identifier.doi","10.3390/educsci8040190"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67900"],["dc.language.iso","en"],["dc.notes.intern","DeepGreen Import"],["dc.publisher","MDPI"],["dc.relation","Qualitätsoffensive Lehrerbildung, Schlözer-Programm-Lehrerbildung"],["dc.relation.eissn","2227-7102"],["dc.relation.issn","2227-7102"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.rights","https://creativecommons.org/licenses/by/4.0/"],["dc.title","How to Measure Procedural Knowledge for Solving Biodiversity and Climate Change Challenges"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","6212"],["dc.bibliographiccitation.issue","15"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Niens, Janna"],["dc.contributor.author","Richter-Beuschel, Lisa"],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2020-09-28T08:05:13Z"],["dc.date.available","2020-09-28T08:05:13Z"],["dc.date.issued","2020-08-01"],["dc.description.abstract","Education for Sustainable Development (ESD) plays a key role in Sustainable Development. In low-income countries like Madagascar, this key role is particularly relevant to primary education. However, the curricula lack a comprehensive ESD approach that incorporates regional issues. In Madagascar, sustainable land-use practices (Sustainable Development Goals 12, 15) and health prevention (SDGs 2, 3, 6) are educational challenges. Procedural knowledge allows problem-solving regarding unsustainable developments. We adapted and further developed a measure of ESD-relevant procedural knowledge. Considering curricula, sustainability standards, research, and a two-round Delphi study (n = 34 experts), we identified regionally relevant land-use practices and health-protective behavior. After the experts rated the effectiveness and possibility of implementation of courses of actions, we calculated an index of what to teach under given Malagasy (regional) conditions. Combined with qualitative expert comments, the study offers insights into expert views on land-use and health topics: For example, when teaching ESD in Northeast Madagascar, sustainable management of cultivation and soil is suitable, particularly when linked to vanilla production. Health-protective behavior is ultimately more difficult to implement in rural than in urban areas. These results are important for further curricula development, for ESD during primary education, and because they give insights into the topics teacher education should address."],["dc.description.sponsorship","Volkswagen Foundation"],["dc.identifier.doi","10.3390/su12156212"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17503"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67897"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.publisher","MDPI"],["dc.relation","Diversity Turn in Land Use Science"],["dc.relation.eissn","2071-1050"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.relation.orgunit","Zentrum für Biodiversität und Nachhaltige Landnutzung"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.subject.gro","Sustainable Development Goals"],["dc.subject.gro","Education for Sustainable Development"],["dc.subject.gro","primary education"],["dc.subject.gro","Madagascar"],["dc.subject.gro","land use"],["dc.subject.gro","health behavior"],["dc.subject.gro","Delphi study"],["dc.subject.gro","procedural knowledge"],["dc.title","Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]