Graham, P (2000) Building education for the next industrial revolution: Teaching and learning environmental literacy for the building professions. Construction Management and Economics, 18(8), pp. 917-925. ISSN 01446193
Abstract
Resource efficient design and construction, i.e. doing more with less, contributes to decreasing the negative environmental implications of resource consumption. However, the environmental effects of buildings arise from the combination of many design and management decisions, and good environmental design and construction can avoid more than just the damage that flows from resource use. It is therefore important that students of building professions learn how the many decisions they make can help create ecology sustaining buildings, and this awareness begins in the classroom. This paper proposes a model for teaching and learning environmental literacy for tertiary students of building professions. It also argues that, in comparison with a well recognized theory for language learning, some of the conditions required for learning environmental literacy may not be present in Australian tertiary institutions. This work was commissioned for the Australian Council of Building Design Professions for the Environment Design Guide and funded by EcoRecycle Victoria.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | building professionals; environmental literacy; learning; resource awareness; resource efficiency; sustainability; teaching |
| Index terms: | resource efficiency, building professional, environmental effect, building design, tertiary, design and construction, resource consumption, environmental design, ecology, Victoria, profession, management decision, classroom |
| Subjects: | contractual arrangements, management, environmental resource management, architectural design, profession, sustainability and energy, regions and continents, institututions, decision-making and reasoning, construction type, environmental science, environmental impact, curriculum development |
| Topics: | Design Practice, Research Practice, Construction Technology, Procurement, Sustainability, Education, Geographical Context, Business Strategy, Roles and Professions |
| Descriptive scope: | 3 PCT |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here