<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Evangelos Manolas</style></author><author><style face="normal" font="default" size="100%">Walter Leal Filho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE USE OF COOPERATIVE LEARNING IN DISPELLING STUDENT MISCONCEPTIONS ON CLIMATE CHANGE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">Cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Education</style></keyword><keyword><style  face="normal" font="default" size="100%">misconceptions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547274.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Misconceptions may be characterized as wrong or inaccurate views of a particular issue which, due to lack of clarity, are seen or perceived wrongly. Students hold misconceptions about many issues and subjects, including in respect of climate change. Most alarming about misconceptions is that if people continue to build knowledge on such misunderstandings, this may have serious impacts on their learning. Following a brief literature review on cooperative learning, this paper adopts a research methodology which a) defines what a misconception is, b) lists possible sources of misconceptions, c) discusses five misconceptions students often have about climate change and d) puts forward some cooperative learning techniques teachers can use to handle the problem.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">168-182 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Davi Fouad Soubihia</style></author><author><style face="normal" font="default" size="100%">Charbel Jose Chiappetta Jabbour</style></author><author><style face="normal" font="default" size="100%">Walter Leal Filho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GREEN MANAGEMENT, CLIMATE CHANGE AND SMALL BUSINESS IN BRAZIL: IMPLICATIONS FOR TRAINING AND EDUCATION FOR SUSTAINABLE DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405172911.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper presents the results of a study on the analysis of training needs regarding environmental (green) management and climate change topics in micro and small enterprises (MSEs) in Brazil and its implications on education for sustainable development. It reports on an e-mail survey of Brazilian small enterprises, whose results indicate that they are indeed interested in environmental management and climate change topics in an education for sustainable development context. The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies.
The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies. There is a special interest in topics about “development of green products” and “Influence of environmental management and climate change on businesses. Thus, education for sustainable development must consider small enterprises.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">324-333 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Walter Leal Filho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NEW PERSPECTIVES IN EDUCATION FOR SUSTAINABLE DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">practice</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405172567.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education for sustainable development is one of the most important tools in raising awareness about environmental issues within a sustainable development context, i.e. a context in which environmental matters are taken into consideration along with economic, social, political and ethical issues.
With the decision to run the UN Decade on Education for Sustainable Development (2005-2014), the United Nations acknowledges the usefulness of and the need for identifying suitable initiatives, approaches and methods, via which knowledge on sustainable development may be fostered, bearing in mind its inherent complexity.
But even though much has been said and written about education for sustainable development, there are still many problems associated with its execution. For example, there is a need to identify and document the wide range of projects and initiatives taking place today, and which exemplify the types of works that can be done, in a concrete manner. A second problem is in relation to the fact that even though much is happening, few of the current works are properly disseminated. Moreover, even though the integration of matters related to sustainable development at university level is a highly desirable goal, there are barriers preventing this from taking place, which need due consideration. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">262-263 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Joanne Grima</style></author><author><style face="normal" font="default" size="100%">Walter Leal Filho</style></author><author><style face="normal" font="default" size="100%">Paul Pace</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEIVED FRAMEWORKS OF YOUNG PEOPLE ON GLOBAL WARMING AND OZONE DEPLETION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive frameworks</style></keyword><keyword><style  face="normal" font="default" size="100%">learning processes</style></keyword><keyword><style  face="normal" font="default" size="100%">misconceptions in learning</style></keyword><keyword><style  face="normal" font="default" size="100%">ozone depletion</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404741075.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The learner selects and transforms information, constructs hypotheses and makes decisions, relying on a cognitive structure that provides meaning and organization to experiences and allows the individual to go beyond. Quantitative data regarding concepts formed about global warming and ozone depletion was obtained through a questionnaire administered to 280 Maltese post-secondary students, who had already attended Environmental Science lessons. In depth group interviews were performed with four focus groups to elucidate underlying reasoning. Besides the presence of lacunae in their knowledge, the study revealed that students formulated their own logical, but sometimes incorrect, frameworks through which they could explain the issues. Concept maps elicited from the data show how students erroneously linked global warming to ozone depletion and stratospheric ozone to tropospheric ozone. Recommendations are made on how learners can think how an expert of that particular knowledge domain would think in that particular circumstance.
The concepts related to current ecological crises should engage students with real life issues that are analysed within social and cultural contexts in order to make valid judgments. An effective Environmental Science curriculum should include a set of organized experiences aimed at helping students develop correct environmental concepts. The results reported in this study can be used to help the teacher in the selection of concepts and how they can be sequenced in meaningful ways. The design of multidisciplinary curriculum units and appropriate teaching strategies that address student understanding of complex natural phenomena can lead to the development of correct conceptual frameworks which are meaningful. 
It is imperative for educators to be familiar with what the students already know. The challenge is to design instructional strategies which address these conceptions and attempt to alter them in meaningful ways. This implies a paradigm shift in science education based on constructivism. The educator can help students:
a) identify authentic issues;
b) conceptually analyse scientific knowledge related to these issues;
c) determine their existing knowledge regarding these issues; and 
d) design meaningful environmental courses that aim in formulating correct conceptual frameworks.
This will produce correct links between concepts, and transfer of knowledge from one context to another would be facilitated. The outcome will be the creation of more complex meaning in a structured manner.
An incorrect perception could be a point of departure for a constructivist approach, keeping in mind the fragmented knowledge students possess and the mental models they have constructed when this knowledge was put together. Students should be given the opportunity to construct, discover and explain the links formed between the knowledge accumulated in order to build a correct conceptual framework.
Students need opportunities which involve the generation of situated knowledge to develop action-competence. Moreover, scientific concepts taught formally in the classroom should have application in the field in order to help students make sense of whether their actions have the potential to respond to the symptoms of environmental issues, or more importantly, to address the causes. Such learning opportunities should start from early childhood when environmental frameworks will start to develop.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">35-49 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Walter Leal Filho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING SUSTAINABLE DEVELOPMENT AT UNIVERSITY LEVEL: CURRENT TRENDS AND FUTURE NEEDS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">Universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405172671.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Sustainable development is a matter of great concern to both countries and individuals alike. Whereas in the late 1980s sustainable development was perceived as a matter of concern only to nations, there has been an increased awareness about the fact that it permeates all parts of our lives. Some of the trends related to the evolution of sustainable development can be seen among various sectors, also at universities. Due to their relevance, universities are uniquely placed to pass on the messages of sustainable development to a wide audience. Yes, this potential has not yet been fully realised. This paper describes the evolution of the concept of sustainable development and process behind the its establishment at university level, including an analysis of the problems related to it and their roots. It also states what universities need to do in order to claim excellence in the field of sustainable development, listing a set of criteria that need to be fulfilled in order to achieve this goal.
One of the first documents outlining the need for further engagement of universities into environmental affairs, the „Magna Charta of European Universities“ promulgated in Bologna in September 1998, states that:

„ ...universities must give future generations education and training that will teach them, and through them, others to respect the great harmonies of their natural environment and of life itself. “ 

Among the most effective ways of achieving this, mention can be made to the need to afford sufficient emphasis to sustainability, since it deals not only with „ecological“ matters, but also with the pool of factors that influence the environmental balance and quality of life.
Although the value of sustainability is broadly acknowledged within the university community, there are still various misconceptions that need to be addressed so as to clear the way for action. Prior to being able to undertake long-term works in this area, it is important that such misconceptions are duly addressed. One of the ways to do that is via concrete initiatives at the regional level, in the framework of which the practicality and efficiency of sustainable approaches are shown. This need, which has been largely overlooked in the past, should be duly addressed, since it is not only responsible for the lack of action in the past, but future, long-term progress depends on it.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">273-284</style></section></record></records></xml>