Title
Dr.
Last Name
Siegel
First name
Stefan T.
Email
stefan.siegel@unisg.ch
ORCID
Phone
+41 71 224 7591
Homepage
Twitter
https://twitter.com/StefanTSiegel
Google Scholar
1 - 8 of 8
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PublicationConfessions of an Early Sustainability Educator: Autoethnographic Reflections on Myths in and About Sustainability Education in Higher Education( 2024-06-05)This paper explores the initial challenges and misconceptions faced by an early sustainability educator. Explicitly articulating my positionality (e.g., educational researcher & lecturer with foci on educational theory and sustainability education), I autoethnographically (Anteliz et al., 2023) reflect on my recent personal journey in better understanding the field and phenomenon of sustainability education (Jones et al., 2010). Based on relevant literature in the fields of teaching and learning in higher education (e.g., Brookfield, 2017), educational-psychological myths (de Bruyckere et al., 2020), and sustainability education (Jones et al., 2010), I discuss my initial (questionable) beliefs. Entering the field of sustainability education (SE) as a novice, it is quite common to harbor misconceptions. I will present a theory and model-based classification of these misconceptions relating them to key elements of teaching and learning in higher education such as intended learning outcomes or learning activities (Biggs, 2014; e.g., “Sustainability Education is about teaching someone sustainable, i.e., “the right” values, attitudes, knowledge, and behavior”; “Direct Instruction is inferior to active and experience-based methods in sustainability education”). Additionally, I will elaborate on their potential negative consequences and show that they can hinder the advancement of higher education ecosystems that serve to enable learners to think integratively and act responsibly. Confessions (Mazur, 2009) about our misconceptions point to our fallibility, the ability to recognize and address our own misunderstandings. In my talk, I will encourage educators and academic developers stepping into sustainability education to adopt a similar reflective stance, participate in professional development activities, and not fear to challenge their own beliefs. This way, they will not only enhance their understanding but also become more effective sustainability educators, inspiring lecturers, and learners in higher education to create more sustainable ecosystems of teaching and learning. Through increased reflection, these misconceptions can undergo conceptual change (Vosniadou, 2013), which is a crucial process, not only on an individual level, but also collectively, fostering a community of educators with shared understanding of sustainability education. (Selected) References Anteliz, E. A., Mulligan, D. L., & Danaher, P. A. (Eds.). (2023). The Routledge international handbook of autoethnography in educational research. Routledge. De Bruyckere, P., Kirschner, P. A., & Hulshof, C. (2020). More urban myths about learning and education: Challenging eduquacks, extraordinary claims, and alternative facts. Routledge. Mazur, E. (2009). Farewell, Lecture? Science, 323(5910), 50–51. Jones, P., Selby, D., & Sterling, S. (Eds.). (2010). Sustainability education: Perspectives and practice across higher education. Earthscan
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PublicationTeaching Analysis Poll (TAP) in SQUARE: Insights into the Midterm Evaluation of Spring Semester 2022( 2023-06)
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PublicationDiscussing Good Ideas, Bad Ideas, and the Things in Between about Sustainability Education with International Experts – Launching the Sustainability Education Podcast( 2024-06-01)In sustainability education, ideas and assumptions exist that sound plausible, but that are at least questionable or even dangerous at a closer look (Siegel, 2024). In this podcast, I want to discuss myths and facts about sustainability education, and the things in between. For this purpose, I invite world-leading experts on environmental and sustainability education, educational psychology and myth and misinformation research.Type:Journal:
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PublicationFrom Hieroglyphs to Hyperlinks: Why Knowledge Management Is as Old as Time and Not a New Phenomenon( 2024-06-18)Personal Knowledge Management (PKM) is often portrayed and perceived as a modern phenomenon, especially in the context of the so-called digital age and the information age. However, the roots of PKM are ancient, extending back to the earliest forms of human communication and record-keeping. This blog post aims to show that knowledge management is, in fact, as old as time.Type:Journal:
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PublicationWhen to Bust, and When Not to Bust, That is the Question – A Mythbusting Decision Tree( 2024-06-04)Educational myths are widespread. Mythbusters have only a limited attention, energy, and time. This newly developed decision tree helps you to choose your battles and to determine when engaging in mythbusting is worth the effort.Type:Journal:
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PublicationEpisode 2 - Gale Sinatra( 2024-06)
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PublicationEpisode 3 - Kerry Shephard( 2024-06)