Niens, Janna

[["dc.bibliographiccitation.firstpage","9"],["dc.bibliographiccitation.lastpage","15"],["dc.contributor.author","Niens, Janna"],["dc.contributor.author","Schwarzer, Christina"],["dc.contributor.author","Bögeholz, Susanne"],["dc.contributor.editor","Korn, Horst"],["dc.contributor.editor","Dünnfelder, Harald"],["dc.date.accessioned","2020-09-28T08:36:47Z"],["dc.date.available","2020-09-28T08:36:47Z"],["dc.date.issued","2019-07"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67898"],["dc.language.iso","de"],["dc.notes.preprint","yes"],["dc.publisher","Bundesamt für Naturschutz"],["dc.publisher.place","Bonn-Bad Godesberg"],["dc.relation","Diversity Turn in Land Use Science"],["dc.relation.conference","Treffpunkt Biologische Vielfalt XVII - Interdisziplinärer Forschungsaustausch im Rahmen des Übereinkommens über die biologische Vielfalt"],["dc.relation.doi","10.19217/skr527"],["dc.relation.eventend","2018-08-23"],["dc.relation.eventlocation","Vilm"],["dc.relation.eventstart","2018-08-19"],["dc.relation.isbn","978-3-89624-264-8"],["dc.relation.iserratumof","yes"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.title","Rahmenbedingungen, Voraussetzungen und Potentiale für Bildung für Nachhaltige Entwicklung in Grundschulen im Nordosten Madagaskars"],["dc.type","conference_paper"],["dc.type.internalPublication","yes"],["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.firstpage","13308"],["dc.bibliographiccitation.issue","23"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.volume","13"],["dc.contributor.affiliation","Niens, Janna; 1Biology Education, University of Göttingen, Waldweg 26, 37073 Göttingen, Germany; janna.niens@uni-goettingen.de"],["dc.contributor.affiliation","Bögeholz, Susanne; 1Biology Education, University of Göttingen, Waldweg 26, 37073 Göttingen, Germany; janna.niens@uni-goettingen.de"],["dc.contributor.author","Niens, Janna"],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2022-02-01T10:31:52Z"],["dc.date.available","2022-02-01T10:31:52Z"],["dc.date.issued","2021"],["dc.date.updated","2022-02-09T13:19:49Z"],["dc.description.abstract","Education for Sustainable Development (ESD) plays a key role in achieving the Sustainable Development Goals. However, the implementation of ESD in education remains a challenge, particularly for countries such as Madagascar. ESD needs to consider regional realities to be relevant to learners. An expert study identified health and land-use courses of action for regionally relevant ESD in northeast Malagasy primary education. However, what about teacher perspectives on the possibilities for implementing such courses of action? The present think-aloud study with 10 Malagasy primary teachers used the Integrated Behavioral Model for Water, Sanitation, and Hygiene (IBM-WASH) to analyze factors that teachers perceive to be relevant for implementing health and also—as an innovation—land-use courses of action. The IBM-WASH model is a tool for identifying opportunities and barriers to a desired health behavior. It turned out that the local school\\’s surroundings, shared values and attitudes, and existing habits are important for implementing health and land-use courses of action. Therefore, regionally adapted health and land-use teaching should consider community-contextual, community-psychosocial, and habitual-psychosocial factors. Additionally, teachers mentioned the costs and benefits of land-use practices. Thus, land-use teaching should take the individual-technological factor into account. This paper argues for a regionally adapted ESD in teacher and school education."],["dc.description.abstract","Education for Sustainable Development (ESD) plays a key role in achieving the Sustainable Development Goals. However, the implementation of ESD in education remains a challenge, particularly for countries such as Madagascar. ESD needs to consider regional realities to be relevant to learners. An expert study identified health and land-use courses of action for regionally relevant ESD in northeast Malagasy primary education. However, what about teacher perspectives on the possibilities for implementing such courses of action? The present think-aloud study with 10 Malagasy primary teachers used the Integrated Behavioral Model for Water, Sanitation, and Hygiene (IBM-WASH) to analyze factors that teachers perceive to be relevant for implementing health and also—as an innovation—land-use courses of action. The IBM-WASH model is a tool for identifying opportunities and barriers to a desired health behavior. It turned out that the local school’s surroundings, shared values and attitudes, and existing habits are important for implementing health and land-use courses of action. Therefore, regionally adapted health and land-use teaching should consider community-contextual, community-psychosocial, and habitual-psychosocial factors. Additionally, teachers mentioned the costs and benefits of land-use practices. Thus, land-use teaching should take the individual-technological factor into account. This paper argues for a regionally adapted ESD in teacher and school education."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2021"],["dc.identifier.doi","10.3390/su132313308"],["dc.identifier.eissn","2071-1050"],["dc.identifier.pii","su132313308"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/98964"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-517"],["dc.relation.eissn","2071-1050"],["dc.rights","CC BY 4.0"],["dc.title","Health and Land-Use Courses of Action for Education for Sustainable Development in Madagascar: Teacher Perspectives on Possibilities for Implementation"],["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","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"]]