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- Caiman, Cecilia, et al.
(författare)
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Pre-school teaching for creative processes in education for sustainable development - invisible animal traces, purple hands, and an elk container
- 2022
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 28:3, s. 457-475
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Tidskriftsartikel (refereegranskat)abstract
- Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching context for the sustainability problem. A pragmatic perspective on learning and meaning-making is used to identify the significant features of the different phases in the creativity processes. The empirical results show: the importance of affording a creative context with uncoded material for children to transact with; previous experiences have a prominent role when imagining and reaching beyond the ordinary; the importance of teachers’ positive aesthetic judgments for sustaining the creative process. In alignment with the idea of learning as participation, the children broadened the consumption topic to contribute with creative outcomes for animals’ welfare.
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| 2. |
- Hedefalk, Maria, 1971-, et al.
(författare)
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Didactical dilemmas when planning teaching for sustainable development in preschool
- 2021
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 27:1, s. 37-49
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Tidskriftsartikel (refereegranskat)abstract
- In this article we analyze preschool teacher students' conversations on planning teaching for sustainable development; a project. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching "the right way" to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to identify discourses on didactic choices created by teacher students during seminars. Texts in the form of transcripts of audio recordings from three seminars were analyzed, with the purpose of determining what didactical dilemmas were created in the students' discussions and in their reasoning about how to solve them. The results show a didactic dilemma common among the five groups of students. A tension between content as given, based on the curriculum, and content as created, based on children's experiences and ideas. Furthermore, the teacher students verbalized a third way of handling content, involving oscillating between given and created content. This oscillation allowed them to avoid normative teaching and instead achieve pluralistic teaching. Pluralistic teaching does not exclude predefined content such as facts, but it also includes other knowledge sources as well as allowing children to form their own opinions about sustainability issues.
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