Refine
Year of Publication
- 2024 (14)
- 2023 (58)
- 2022 (81)
- 2021 (108)
- 2020 (71)
- 2019 (107)
- 2018 (94)
- 2017 (133)
- 2016 (117)
- 2015 (111)
- 2014 (110)
- 2013 (119)
- 2012 (119)
- 2011 (91)
- 2010 (140)
- 2009 (109)
- 2008 (81)
- 2007 (108)
- 2006 (68)
- 2005 (79)
- 2004 (66)
- 2003 (47)
- 2002 (67)
- 2001 (37)
- 2000 (32)
- 1999 (46)
- 1998 (53)
- 1997 (34)
- 1996 (22)
- 1995 (10)
- 1994 (15)
- 1993 (17)
- 1992 (5)
- 1991 (3)
Document Type
- Peer-Reviewed Article (636)
- Report (531)
- Part of a Book (355)
- Conference Object (351)
- Working Paper (230)
- Contribution to Periodical (189)
- Doctoral Thesis (35)
- Book (29)
- Master Thesis (10)
- Periodical Part (5)
Language
- English (2372) (remove)
Division
It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term "resources" and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of "norm-oriented interpretation learning" is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely "open-didactic exploration" (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied this method in numerous projects. The conclusion and outlook discusses future expectations and scope of the introduced ODE method as a contribution to foster "norm-oriented interpretation learning", suggesting perspectives for further development.
This study is an exploratory analysis to provide a prioritisation and indication of extensiveness of review activities related to measures that currently exist for eight product groups: Domestic Washing Machines, Domestic Dishwashers, Domestic Washer-Driers, Domestic Cold Appliances, Lighting products (non-directional, tertiary and "special purpose"), Set-top Boxes. For water pumps only a review of tolerances was required.
The analysis focused on possible energy savings as basis for prioritisation, but - following the request of the European Commission made during the kick-off meeting - also considers resource efficiency aspects insofar feasible within the constraints of the study. The conclusion of this exploratory study is that for all product groups considered (except pumps) a revision of existing regulations (or introduction of new regulations) is the preferred policy option.
The analysis shows that these product groups are expected to (continue to) meet eligibility criteria for the introduction of ecodesign and/or energy labelling measures, with simple set top boxes as sole exemption as its market and environmental significance is in rapid decline (sales are expected to be marginal by 2020).