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Utomhusdidaktik
- 2004. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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- Johansson, Annie-Maj, et al.
(författare)
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Selektiva traditioner i grundskolans tidigare år : Lärares betoningar av kvalitéer i naturvetenskapsundervisningen
- 2013
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 9:1, s. 50-65
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning. Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.
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- Sund, Per, 1958-, et al.
(författare)
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Socialization Content in Schools and Education for Sustainable Development – I. : A study of teachers' selective traditions
- 2011
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 17:5, s. 599-624
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Tidskriftsartikel (refereegranskat)abstract
- This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relationships between environmental education and education for sustainable development. In this study, ten upper secondary teachers are interviewed and their expressed socialization content is examined. Various qualitative positions regarding five important educational aspects can be described in terms of three selective traditions. To strengthen the validity of the socialization content found in this study, the students of the same teachers were interviewed regarding their experiences of the socialization content of these teachers’ teaching. This is reported in a supplementary article (Sund & Wickman, this issue). Together these three studies (this article, Sund & Wickman, this issue and Sund, 2008) work to establish and test a method of discerning qualitative aspects in socialization content. Although the amount of data is limited, the ambition has been to triangulate socialization content qualitatively from three different sources: a literature study, teacher interviews and student interviews.
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| 5. |
- Sund, Per, 1958-, et al.
(författare)
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Socialization Content in Schools and Education for Sustainable Development – II. : A study of students' apprehension of teachers' companion meanings in ESD
- 2011
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 17:5, s. 625-649
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Tidskriftsartikel (refereegranskat)abstract
- Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article, Sund & Wickman, this issue and Sund, 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter – it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers’ changed approaches convey qualitatively different clusters of ‘meta-messages’ to students. The first study from authors in 2008 developed an analytical tool consisting of five important educational aspects and the second, also published in this issue, used the aspects to study teachers socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers’ communicated socialization content in three selective traditions are apprehended by their students.
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- Sund, Per, 1958-, et al.
(författare)
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Teachers' objects of responsibility : something to care about in education for sustainable development?
- 2008
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 14:2, s. 145-163
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Tidskriftsartikel (refereegranskat)abstract
- Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study was made using a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this study listen to ten upper secondary school teachers arguments in interviews concerning their long-term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers cared particularly about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute starting points of teachers’ actions can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into education for sustainable development. These results are also relevant for science education in general. The study points out important issues as: how the same scientific knowledge could be used for different purposes in education, starting points for content selection in science traditions or in the needs of students and society, and finally different personal anchor points for long-term purposes of teaching based on teachers own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices.
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