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- Anderberg, Elsie, et al.
(författare)
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The epistemological role of language use in children’s explanations of physical phenomena
- 2011
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Ingår i: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 41:4, s. 489-505
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Tidskriftsartikel (refereegranskat)abstract
- The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.
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| 5. |
- Nordén, Birgitta, et al.
(författare)
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Knowledge capabilities for sustainable development in global classrooms – local challenges
- 2011
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 20:1, s. 35-58
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Tidskriftsartikel (refereegranskat)abstract
- The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding
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| 6. |
- Nordén, Birgitta, et al.
(författare)
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Knowledge capabilities for sustainable development in global classrooms–local challenges
- 2011
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Ingår i: Utbildning och Demokrati. - : Örebro University. - 1102-6472 .- 2001-7316. ; 20:1, s. 35-58
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Tidskriftsartikel (refereegranskat)abstract
- The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable development. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding.
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| 7. |
- Nordén, Birgitta, et al.
(författare)
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Learning in global settings : developing transitions for meaning-making
- 2012
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Ingår i: Research in Comparative and International Education. - : Symposium Journals. - 1745-4999. ; 7:4, s. 514-529
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Tidskriftsartikel (refereegranskat)abstract
- Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practicing transitions skills. The article suggests a number of features perceived as crucial in developing young people’s capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first touches on some of the conditions in Sweden that particularly impact young people’s transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting on both local and global levels. Education here plays an important role, to develop necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.
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| 8. |
- Nordén, Birgitta, et al.
(författare)
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Learning in global settings for sustainable development : local challenges
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The pilot project Lund Calling is a step for initiating the process of learning about sustainability issues in global–local settings through the implementation of the Young Masters Programme (YMP). Lund Calling was originally started by the Municipality of Lund to promote education for sustainable development (ESD), giving pupils from grade 8 up to the completion of upper secondary level the opportunity to study the YMP within the framework of their regular studies. This was to be accomplished by the construction of a local course, considered to be “a raw model” for all schools in Lund. A number of schools were specifically selected by the Department of Education in the Municipality of Lund to participate in the pilot project Lund Calling. Alongside with the educational pilot project, a research project was also to be conducted. The aim of the research project was to analyse and describe pupils’ and teachers’ experiences of the pilot project. Later, interviews with headmasters were also included. The purpose of this empirical investigation is, in other words, not to evaluate or assess the effectiveness of the initial attempts to implement the YMP at schools in the Municipality of Lund, but rather to contribute to the further development of the implementation processes, by capturing some of the experiences, voices and engagement of the many stakeholders and participants. Preliminary findings were presented during a seminar (2008) at the International Institute for Industrial Environmental Economics (IIIEE) at Lund University, which was addressed to participants from schools in Lund. Findings were also presented at the international conference initiated by the Regional Centre of Expertise on education for sustainable development in Skåne (RCE-Skåne): EU as Global Actor – The pilot project Lund Calling 2009. European Conference on Education for Sustainable Development: Community based learning – Bringing the World into the classroom (Nordén & Anderberg, 2009). For more information, visit the Lund Calling web site at: http://www.lucsus.lu.se/lundcalling/ The Young Masters Programme has developed into an internationally acclaimed and well-tested model, for distance education with multicultural and interactive participation, dealing with sustainability issues. The YMP is offered by the International Institute for Industrial Environmental Economics at Lund University. For more information, visit the IIIEE web site at: http://www.iiiee.lu.se/site.nsf/AllDocuments/3FF88126AF2B70EDC1256F6B00489555 2 In this first section of the report, we outline the background of the study. In the second section, the design of the empirical investigation is described, while in the last section, the results of the empirical investigation will be discussed. Some conclusions are presented, and further steps in the implementation process are suggested.
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