Umeå universitets logga

umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Mapping what young students understand and value regarding sustainable development
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. (Värdefrågor, TUV)ORCID-id: 0000-0002-4483-0597
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)ORCID-id: 0000-0002-5269-1451
2013 (Engelska)Ingår i: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, nr 1, s. 17-35Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from openended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are considerable variations in the level of understandings and the values related to the three aspects of sustainable development. Understanding within as well as between the aspects is noted, with students having the most difficulty in seeing the relationships between all three aspects, i.e. a holistic understanding. Furthermore, students’ understanding and values are often expressed in an integrated way i.e. expressed in the same sentence. The variations, complex understandings, and expressions of understandings and values are discussed in relation to earlier research with a focus on ethical issues and systems thinking.

Ort, förlag, år, upplaga, sidor
2013. Vol. 3, nr 1, s. 17-35
Nyckelord [en]
Education for sustainable development, levels of understanding, values, student perspective, ethical reflections
Nationell ämneskategori
Lärande
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-63809OAI: oai:DiVA.org:umu-63809DiVA, id: diva2:583840
Tillgänglig från: 2013-01-11 Skapad: 2013-01-08 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Ingår i avhandling
1. Känsla, förståelse och värdering: elevers meningsskapande i skolaktiviteter om miljö-och hållbarhetsfrågor
Öppna denna publikation i ny flik eller fönster >>Känsla, förståelse och värdering: elevers meningsskapande i skolaktiviteter om miljö-och hållbarhetsfrågor
2015 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
Emotions, understandings, and values : students' meaning-making in school activities regarding environmental and sustainability issues
Abstract [en]

This thesis focuses on young students’ experiences and meaning-making processes in school practices within environmental and sustainability education. Earlier research has shown this to be an area of complexity; besides a transdisciplinary perspective requiring relational thinking, it also involves conflicting interests as well as emotions and values. With a certain interest in emotions being part of learning as a meaning-making process, this thesis aims to investigate the character of experiencing, and the function of aesthetic experience in environmental and sustainability education. Through a mixed-methods approach a comprehensive questionnaire was used in the first study, and a more in-depth case study investigated the most important findings from the questionnaire even further in the second one by using multiple data. 209 students, age 10-12, from six different schools in Sweden answered the questionnaire. One class in grade six participated in the case study during four months, where both in- and out-of-door activities were studied. Both qualitative content analyses, and quantitative statistics were used to analyze the material from the two studies. Furthermore, John Dewey’s theoretical perspectives and neo-Aristotelian philosophers, mainly Martha Nussbaum, guided the interpretations of the empirical results. The main findings show that young students’ experiences in environmental and sustainability education are characterized by relational understandings both within and among ecologic, economic and social aspects, but also that perceived school activities of a value-laden and more cognitive kind correlated. The results further show that aesthetic experiences function as links in the transactional and continuous processes of meaning making. Furthermore, of importance for students’ meaning making and formation of values in environmental and sustainability were also prior experiences, encounters with outdoor environments and artifacts (both natural and digital), social interactions and felt independence. A holistic picture of understanding, emotions and values hence appear as an intertwined unity in students’ written responses, action and talk. A conclusion suggests that contributing to students’ possibilities of making meaning in environmental and sustainability issues requires openness to personal emotions and values as a starting point. Activities allowing for social interaction, independence, and relevant contextual encounters should also be considered in the pedagogical practice of environmental and sustainability education.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2015. s. 113+ 4 artiklar
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 61
Serie
Umeå Studies in the Educational Sciences ; 5
Nyckelord
environmental and sustainability education, experiences, meaning-making, aesthetics, young students, miljö- och hållbarhetsutbildning, erfarande, meningsskapande, yngre elever
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete; naturvetenskapens didaktik
Identifikatorer
urn:nbn:se:umu:diva-101785 (URN)978-91-7601-238-3 (ISBN)
Disputation
2015-05-08, Naturvetarhuset, N320, Umeå universitet, Umeå, 13:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2015-04-17 Skapad: 2015-04-13 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

Open Access i DiVA

Mapping What Young Students Understand and Value Regarding Sustainable Development(576 kB)486 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 576 kBChecksumma SHA-512
bc75a9757df2b8dffd3009bc24f92359fdbb2bc0e22cc7c48eecc045d1160e7418a8278a1d217c4f8daf6a4ce80d6641cf02e032157596e00edad8f385e96796
Typ fulltextMimetyp application/pdf

Person

Manni, AnnikaSporre, KarinOttander, Christina

Sök vidare i DiVA

Av författaren/redaktören
Manni, AnnikaSporre, KarinOttander, Christina
Av organisationen
Institutionen för naturvetenskapernas och matematikens didaktikInstitutionen för tillämpad utbildningsvetenskap
Lärande

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 486 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 1099 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf