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J. Činčera et al.
Cotton, D., & Winter, J. (2010). It’s not just bits of paper and light bulbs: A review of sustainability pedagogies and their potential for use in higher education. In P. Jones, D. Selby, &
S. Sterling (Eds.), Sustainability education: Perspectives and practice across higher education
(pp. 39–54). London: Earthscan.
Cotton, D., Bailey, I., Warren, M. F., & Bissell, S. (2009). Revolutions and second best solutions: Education for sustainable development in higher education. Studies in Higher Education,
34(7), 719–733.
Dalelo, A. (2008). Schools serving as centres for dissemination of alternative energy know-how
and technologies: Evidence from southern Ethiopia. International Research in Geographical
and Environmental Education, 17(3), 250–267.
Eurydice. (2017). Citizenship education at School in Europe. Bruselas: Education.
GLOBE Czech. (2016). http://globe-czech.cz/cz. Accessed 31 Oct 2016.
Golombek, S. B. (2006). Children as citizens. Journal of Community Practice, 14(1–2), 11–30.
Gruenewald, D. A. (2008). The best of both worlds: A critical pedagogy of place. Educational
Researcher, 32(4), 3–12. https://doi.org/10.1080/13504620802193572.
Hadenfeldt, J. C., Neumann, K., Bernholt, S., Liu, X., & Parchmann, I. (2016). Students’ progression in understanding the matter concept. Journal of Research in Science Teaching, 53(5),
683–708. https://doi.org/10.1002/tea.21312.
Hansla, A., Gamble, A., Juliusson, A., & Gärling, T. (2008). The relationships between awareness
of consequences, environmental concern, and value orientations. Journal of Environmental
Psychology, 28, 1–9.
Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education. https://doi.org/10.1080/03057269608560085.
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21.
Hungerford, H., Peyton, R., & Wilke, R. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 42–47.
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education.
Environmental Education Research, 3(2), 163–178.
Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crises: The ecopedagogy movement. New York: Peter Lang.
Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178–202.
Karpudewan, M., & Roth, W. M. (2018). Changes in primary students’ informal reasoning during
an environment-related curriculum on socio-scientific issues. International Journal of Science
and Mathematics Education, 16(3), 401–419.
König, A. (2015). Changing requisites to universities in the 21st century: Organizing for transformative sustainability science for systemic change. Current Opinion in Environmental
Sustainability, 16, 105–111.
Krepelkova, S. (2018). Global storylines. Evaluacni zprava. Brno: Masaryk University.
Kyburz-Graber, R. (2013). Socioecological approaches to environmental education and research:
A paradigmatic response to behavioral change orientations. In R. B. Stevenson, M. Brody,
J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 23–32). New York: Routledge.
López-Azuaga, R., & Suárez Riveiro, J. M. (2018). Perceptions of inclusive education in schools
delivering teaching through learning communities and service-learning. International Journal
of Inclusive Education, 1–15.
Lotz-Sisitka, H., Wals, A. E., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive
social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73–80.
Malone, K., & Tranter, P. J. (2003). School grounds as sites for learning: Making the Most of environmental opportunities. Environmental Education Research, 9(3), 283–303.
J. Činčera et al.