| 1. |
- Caiman, Cecilia, et al.
(författare)
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Barns meningsskapande i ett projekt om biologisk mångfald och ekologi
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Tidskriftsartikel (refereegranskat)abstract
- Biodiversity loss is becoming an increasingly alarming issue that has significance in the discussion about young children's learning in science. This article, based on a pragmatic perspective, analyses a group of children and teachers when exploring animals in a preschool project concerning biodiversity. It examines the ways in which children create meaning of the content, the order in which the content emerges, and what impact teachers have on how the process develops. Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further, the knowledge was gained profoundly in a manner which has similarities with ecological and evolutionary ways of explaining biological phenomena. The teachers’ utterances were few, but significant, by raising productive questions in close relation to what the children anticipated they embraced a listening approach.
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| 2. |
- Andersson, Sebastian, 1983-, et al.
(författare)
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Meaningful Learning in Inquiry with a High Degree of Freedom – a Case Study when Year 9 Secondary School Students Explore Sound and Light
- 2018
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Konferensbidrag (refereegranskat)abstract
- This study explores how students in year nine make their way through an open inquiry project on sound and light extending over eight weeks. The research question concerns the role that understanding the nature of scientific inquiry may have for students’ experiences of inquiry and meaningful learning within these. The work of five student groups were followed and documented with observations, sound recordings, group interviews and students´ written reports. The students’ sense of ownership of their unique projects encouraged them to spontaneously share their different investigations with each other, even outside of class and in some cases stimulated a desire to broaden investigations beyond their original frames. Students’ interest in their work was observed to move through peaks and valleys following the idiosyncratic development of each project. The resistance that scientific inquiry with a higher degree of freedom naturally tends to lead to played an important role both to stimulate interest, and in some cases bring it to a halt. It is suggested that meaningful learning in science can be developed through meeting and overcoming the resistance and problematic nature of open inquiry. Understanding the iterative and nonlinear nature of scientific inquiry may therefore help students and teachers to orient themselves in the processes of inquiry, overcome resistance and develop more flexible and deeper learning strategies. The results also emphasise the situational and dynamic nature of interest and meaningfulness and to question more static methods to study these constructs.
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| 3. |
- Andrée, Maria, 1974-, et al.
(författare)
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Argumentation and Critique in Science Citizenship Education and Scientific Literacy : Symposium on Literacy and Didactics: Perspectives, Practices and Consequences I
- 2012
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Konferensbidrag (refereegranskat)abstract
- How citizenship education should be designed and what it should aim for is debated. The Swedish national curriculum describes the democratic mission for the compulsory school as imparting respect for human rights, fundamental democratic values and preparing students to responsibly participate in societal life. This mission is to be implemented in all school subjects. Here, we aim to shed light on how these ideas are expressed in the curriculum documents for science education in compulsory school in terms of argumentation and critique. We perform an analysis of the national syllabuses and commentary materials and also discuss the results from educational philosophy perspectives. First, we scrutinize the idea of developing students’ abilities to engage in argumentation, argumentation as means to reach consensus and argumentation as dissensus and agonism from a radical democratic perspective. Second, we scrutinize the idea of critique as expressed in the documents in relation to what has been described as a neo-liberal discourse of independence and integrity. We summarize our findings in what we suggest to be a tension between consensus and agonism. We point to affordances and constraints in the curriculum documents concerning possibilities of bringing together argumentation and critique in what we call critical deliberative education.
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| 4. |
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| 5. |
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| 6. |
- Arvola Orlander, Auli, et al.
(författare)
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Sex Education — Normativity and ethical considerations through three lenses
- 2020
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Ingår i: Examining Ethics in Contemporary Science Education Research. - Cham : Springer. - 9783030509217 ; , s. 91-106
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Bokkapitel (refereegranskat)abstract
- This chapter highlights how ethical norms concerning human sexuality manifest when we explore teaching through different lenses. We present a study which emanates from a conversation in an upper secondary school biology classroom in which students were assigned the task of identifying and discussing taken-for-granted societal norms concerning different aspects of human sexuality. In order to highlight norms present in teaching we use the metaphor of the lens. Thus, by highlighting three depths of fields (DOF) we can zoom in and out on what takes place in different classroom encounters and facilitate a discussion on the ethical implications for research. The first lens focuses on the transactions taking place when each student is given the opportunity to challenge common contemporary assumptions about specific content relating to sexuality and relationships. With the second lens we focus on what happens in the immediate exchanges between the classmates. Finally, the third lens focuses on what becomes visible when highlighting the transactions and exchanges in relation to the historical and societal context within which these take place and what, from a research ethics perspective, becomes important to take into consideration.
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| 7. |
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| 8. |
- Björnhammer, Sebastian, 1983-, et al.
(författare)
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The Process of Doing Science—A Study of Three Students Exploring Sound and Light
- 2021
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Konferensbidrag (refereegranskat)abstract
- Doing science involves the process of formulating a researchable question, a method, collecting and analysing data, and to evaluate and communicate the findings. Learning to do science thus involves an engagement in both the process and the object of the inquiry. A conceptual tool to help teachers plan laboratory work and inquiry teaching is the educational model degree of freedom, which is based on whether the question, method and answer are open or given. We follow the work of three 14-15 year old students thorough an inquiry project with three degrees of freedom. The students conducted an inquiry about the different between sound and light. Our research question is: How can an inquiry project with three degrees of freedom contribute to students’ development in doing science? As a theoretical framework we used a pragmatic perspective on learning and meaning making and conducted a practical epistemological analysis, PEA, with the development of deliberative educational questions, DEQ and Organizing purposes. The findings show that the process of doing science cannot be learned as a linear process which starts with doing a research question and ends with the result. It also indicates the delicate balance between letting the students negotiate obstacles and helping the students with more explicit teaching during the inquiry process.
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| 9. |
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| 10. |
- Caiman, Cecilia, et al.
(författare)
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Didaktiska perspektiv på hållbar utveckling
- 2018
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Annan publikation (refereegranskat)abstract
- Kapitlet ger en introduktion till lärande i hållbar utveckling. Det görs genom att ge en bild av hur de komplexa och ämnesövergripande hållbarhetsfrågorna kan karaktäriseras. Kapitlet lägger vikt vid att diskutera och problematisera de viktiga frågorna, varför behövs en undervisning i hållbar utveckling, vad ska undervisningen innehålla samt hur ska den organiseras.
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| 11. |
- Caiman, Cecilia, et al.
(författare)
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Hela skolan för hållbar utveckling
- 2018
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Annan publikation (refereegranskat)abstract
- Den här delen avslutar modulen samtidigt som den blickar framåt mot arbetslagets och skolans utveckling. Syftet med delen är att bidra till hur skolans personal kan arbeta med att utveckla en skola som har som mål att i verksamheten som helhet arbeta med hållbarhet.I delen presenteras en modell för hur en skola kan arbeta med skolutveckling som en demokratisk process. Delen diskuterar Framtidsverkstad, som är en metod för att starta en förändringsprocess. Den visar ett exempel från en skola och hur ett arbetslag genomför en framtidsverkstad. Ni får även möjlighet att pröva att genomföra en framtidsverkstad på den egna skolan. Delen tar också upp idéer om organisationsförändring.
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| 12. |
- Caiman, Cecilia, 1972-
(författare)
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Naturvetenskap i tillblivelse : Barns meningsskapande kring biologisk mångfald och en hållbar framtid
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this thesis is to analyze children’s meaning making processes in science related to environment and sustainability at the pre-school level. This thesis examines an approach to early childhood education which is conceptualized by an explorative as well as a listening approach that specifically addresses children’s questions. The purpose is to create knowledge on how the processes develop and what specific science related content that emerges. All studies are based on a Deweyan pragmatic perspective. Study 1 “logs in” to the debate on children’s possibilities to become “agents for change” and contributing to positive changes for the environment. The results reveal that the children’s positive and negative aesthetic utterances have significance for how the process develops and is being fulfilled. The contextual aspects are imperative both for the content and for the choices the children make along the course of actions. Study 2 examines children exploring animals in a pre-school project concerning biodiversity. Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further on, knowledge was gained in a manner which has similarities to ecological and evolutionary ways of explaining biological phenomena. Study 3 takes departure from the discussion on the fact that sustainability related problems often are unstructured, multifaceted and conceptualized as “wicked”. The study examines how the process of imagination comes into play when children explore a sustainability related problem that is important to them. The results reveal that creative solutions come into existence when blending various experiences. Study 4 investigates how children raise and answer science related questions by non-verbal actions. The results expose that non-verbal actions serve as inquiry, comparative systematics, visualization, question-generators as well as a public and self-reflective communication.
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| 13. |
- Caiman, Cecilia, et al.
(författare)
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Pre-school childrens agency in learning for sustainable development
- 2013
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability.
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| 14. |
- Caiman, Cecilia, et al.
(författare)
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Young children’s imagination in science education and education for sustainability
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Tidskriftsartikel (refereegranskat)abstract
- Our concern is in how the process of imagination situated in a cultural, social practice comes to play when children invent, anticipate and explore a problem that is important to them. We argue that in order to enhance our understanding of young children’s learning and meaning making processes when exploring issues related to science and sustainability, research that investigates imagination is fruitful. The specific aim of this paper is to empirically scrutinize how the children’s process of imagination emerges, develops and what consequences it will bring to the situation. We approach imagination as situated as an open, unscripted act that emerges within the transactions. The empirical study was conducted in a Swedish pre-school and data were collected ‘in between’ a science inquiry activity and lunchtime.We searched for a specific video-sequence where the children invented a problem together and lived through the process of imagination and something new was produced. Our analysis shows that imagination has a great significance when children create, extend and provide different solutions to a problem. An educational implication drawn from the study is that if the purpose is to support children’s imaginative flow then the value of teachers practicing an open, listening approach becomes vital. By encouraging the children to explore their concerns and questions more thoroughly without given any new recommendations or suggestions, the process of imagination might flourish.
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| 15. |
- Caiman, Cecilia, et al.
(författare)
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Young children's imagination in science education and education for sustainability
- 2018
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 13:3, s. 687-705
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Tidskriftsartikel (refereegranskat)abstract
- This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.
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| 16. |
- Dudas, Cecilia, 1973-, et al.
(författare)
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Didactic modelling of complex sustainability issues in chemistry education
- 2018
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 14:3, s. 267-284
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Tidskriftsartikel (refereegranskat)abstract
- To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students’ attention to the complexity in sustainability issues. Therefore, this study analyses how complexity can become visible in students’ deliberations. The study has been conducted as an in-situ study at two upper secondary schools. The data was analysed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results show that four different kinds of considerations were used to visualise complexity. Those considerations regarded facts and values in relation to known and unknown facts. The considerations were used to develop a didactic model. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship.
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| 17. |
- Dudas, Cecilia, 1973-, et al.
(författare)
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Didactic modelling of complex sustainability issues in chemistry education
- 2018
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Konferensbidrag (refereegranskat)abstract
- To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. Chemistry education must be organized in a way that gives the students opportunity to participate in discussions and decision-making regarding sustainability issues in which chemistry knowledge is needed. One aspect of education for responsible citizenship is to draw students’ attention to the complexity in sustainability issues.The aim of this study is to analyse how complexity in sustainability issues can be visualized in upper secondary school chemistry education.This study was conducted as a didactic modelling inspired by Design Based Research. Two cycles were conducted: cycle 1 with 12 students discussing batteries in different products and cycle 2 with 38 students discussing organic pollutants in everyday products. The data was analysed using Practical Epistemological Analysis (PEA) (Wickman & Östman, 2002) and Deliberative Educational Questions (DEQ) (Lundegård & Wickman, 2007).Four different kinds of considerations emerged in students’ discussions which were used to develop a didactic model visualizing complexity. Those considerations regarded facts and values in relation to sufficient and insufficient factual knowledge. All four kinds of considerations are needed to visualize complexity.The results showed that conflicting perspectives/values and the issues’ incompleteness and uncertainty only emerged to a small extent in the students’ discussions in cycle 1. In cycle 2 all four kinds of considerations emerged more equally. The design principles in cycle 2 were that the students’ activity should explicitly request conflicting perspectives and values and also include frontier research in chemistry. The result indicates that those gave the students more opportunities to visualize complexity.The didactic model and design principles that were developed can together be used for teaching and learning from sustainability issues in chemistry education.
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| 18. |
- Dudas, Cecilia, et al.
(författare)
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Exploratory Considerations in Chemistry Education—Didactic Modelling for Complexity in Students’ Discussions
- 2023
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Ingår i: Science & Education. - : Springer Science and Business Media LLC. - 0926-7220 .- 1573-1901. ; 32:2, s. 481-498
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown the importance of dealing with real-life issues and of enabling student encounters with complexity in chemistry education in order to increase student participation. Therefore, this study aims to analyse how complexity evolves in students’ discussions and how this complexity relates to aspects of tentativeness in chemistry. In the study, we analyse how a previously developed didactic model can be refined from the students’ considerations evolving from the present context. The study was conducted as an in situ study in one upper-secondary school. Students’ discussions were recorded on video. The recordings were transcribed and analysed using deliberative educational questions. Two different kinds of considerations emerged in the students’ discussions: factual and exploratory considerations. While factual considerations are an important element of chemistry education, students also need to encounter exploratory considerations. The study proposes a didactic model useful for teachers in didactic analysis and design of activities aiming to support students to unfold complexity through exploratory considerations. One implication is to base activities on real-life issues in order to invite the unpredictability needed for experiencing complexity and the exploratory nature of chemistry. These issues enable students to experience aspects of tentativeness in chemistry and thereby increase their understanding of NOS and chemistry as a knowledge building practice. Furthermore, this might also increase student participation in chemistry education.
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| 19. |
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| 20. |
- Eriksson, Cecilia, et al.
(författare)
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Elevimpulser och lärarresponser : Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma
- 2018
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 14:3, s. 285-298
-
Tidskriftsartikel (refereegranskat)abstract
- Today teachers face an increased challenge in listening to classroom discourses and students’ areas ofinterest to let these coincides with the overall teaching purpose by feedback. Present study explorehow classroom communication can be modeled to allow this. The socio-scientific-issues raised wereat the same time aimed at creating relevance in the students’ social life as giving a respond to thecurriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To makevisible the tension that occurred between different discourses and displacement of power in theconversations, practical epistemological analysis has been made. This resulted in a categorization offive different ways the teacher is taking care of and reconnects the students’ impulses in relation tothe overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciouslymanner, reflect on different strategies for discourse feedback in teaching.
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| 21. |
- Hamza, Karim Mikael, 1967-, et al.
(författare)
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Nature of science in students’ discussions on disagreement between scientists following a narrative about health effects of the Fukushima Daiichi accident
- 2023
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 45:1, s. 22-42
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Tidskriftsartikel (refereegranskat)abstract
- We explored the potential for addressing nature of science through a historic narrative about disagreement between researchers concerning a socio-scientific issue, incidence of juvenile thyroid cancer following the Fukushima Daiichi nuclear accident. The narrative was developed from authentic sources and tested in two cycles. Eight groups of three to four high-school students were audio recorded. Transcripts were analyzed regarding what nature of science emerged in the discussions and what understanding about NOS could be discerned, using three complementary NOS-frameworks (Consensus-NOS, Whole Science-NOS, FRA-NOS). Together, the student groups touched upon 19 different NOS-themes as they tried to make sense of the disagreement related in the narrative. All groups addressed a common core of NOS-themes, most of which were central to the narrative itself, although some themes that were not part of the narrative also emerged. Students displayed a basic understanding of the tentative, empirical, and subjective nature of science together with the role of evidential relevance and completeness of evidence related to the choice of scientific methods. On the other hand, students did not reckon with peer review as a means for establishing knowledge and resolving disagreement. Moreover, although students readily accepted disagreement as a basic property of science, they had difficulty handling this disagreement when coping with the SSI in the narrative. We discuss how the combination of history of science-in-the-making and SSI in narrative form offers opportunities to teach NOS without risking simplified messages of how scientific knowledge develops or how science can be used to address socio-scientific issues.
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| 22. |
- Hamza, Karim, et al.
(författare)
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Reification in Science Education Research : A Neglected Problem
- 2011
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Ingår i:
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Konferensbidrag (refereegranskat)abstract
- The purpose of this presentation is to examine problems connected to the search for underlying causes for what occurs in activities in the science classroom. Our concern is primarily with the tendency to reify processes and turn them into underlying structures, thus creating entities out of human activities. Examples include reification of cognitive and emotional processes (e.g. understanding and interest) as well as socio-cultural ones (e.g. norms and power). We high-light theoretical, methodological, and educational problems connected to this habit. Theoretically and methodologically, there is a problematic circularity connected to the habit of studying people’s actions (such as talk in interviews), reify these actions in the form of entities, and finally take the entities as causes for the initially observed actions. Moreover, the field tends to become oversaturated with new entities whose existence it is not possible to verify empirically. Finally, by striving to attain reified competencies within students, the educational system runs the risk of focusing too much on students attaining certain states, at the expense of learning to take part in meaningful activities having purposes. These problems have been discussed previously. Nevertheless, there are few traces of their existence in the science education research literature, and new studies are conducted as if there was never an issue in the first place. Therefore, it is timely to reopen this issue for renewed discussion.
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| 23. |
- Hasslöf, Helen, et al.
(författare)
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In-Between Chapter: The Political in Science Education in Cultural, Social, and Political Perspectives in Science Education
- 2018
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Ingår i: Cultural, Social, and Political Perspectives in Science Education. - Cham : Springer, Cham. - 9783319611907 - 9783319611914 ; , s. 69-74
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Science and technology have been of crucial importance for the development of humanity. Throughout history, new knowledge and technological innovations have made it possible to raise the standard of living for new generations in different parts of the world. However, this has also led to an unfortunate acceleration in the use of the world’s natural resources. Nevertheless, scientific and technological findings are often promoted as the drivers of development in our societal and economic systems.
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| 24. |
- Hasslöf, Helen, et al.
(författare)
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Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking
- 2016
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Ingår i: International Journal of Science Education. - Abingdon : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 38:2, s. 259-275
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Tidskriftsartikel (refereegranskat)abstract
- In an 'age of measurement' where students' qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers' articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of 'qualification as to be critical' is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates 'matter of facts' towards 'matter of concerns'
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| 25. |
- Hasslöf, Helen, et al.
(författare)
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Teachers as agents for social change? : Subject positions from a transformative perspective of sustainability
- 2015
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In this study, we are interested in how the aims and purpose of education are formulated in relation to ‘social change’ towards sustainability. Many voices are being heard in the global agenda of sustainability. In November 2014, a new international policy declaration was formulated in Nagoya to pick up where the decade (2005-2014) of ESD (Unesco 2005) left off. The new agenda is set to intensify and strengthen the work on sustainability issues in education, based on the given experiences from the past decade. The following sentences open the first paragraph in the annex of the proposal for this Global Action Plan.
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| 26. |
- Hasslöf, Helen, et al.
(författare)
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Teachers as agents for social change? Myths and Subject positions in transformative sustainability education
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In educational practice there is an ongoing discussion, about social change in relation to sustainability (Ferreira 2013; Jickling & Wals 2008, 2013; Laessö 2010). When our contemporary way of living is declared as unsustainable, and education is put to make a ‘social change’ towards a more ‘sustainable living’, we interpret this from a discourse theoretical view as the educational system becomes dislocated in the attempts of interpret this new order to strive for (Laclau & Mouffe 2001; Laclau 1990). In this state, new articulations develops to interpret how to make a new structure to stabilise the new order. Social change does not have any inherent meaning per se, it becomes formulated through its contextual use in practice. Therefore we find it fruitful to gain empirical knowledge of how teaching for ‘social change’ can be articulated in relation to sustainability. More specifically, we have formulated the following research questions as: - Which subjects positions among teachers can be identified in ESD discourses of social change? - Which 'myths' of social change can be identified in ESD discourses? By using theoretical frameworks of Laclau and Mouffe and Biesta, we identifies teachers’ subject positions and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Discourse theory, analysing teachers discussions To analyse how 'social change' (re)articulate desirable aims in educational practice, we start from teacher discussions. The analyses focus articulations where students are supposed to act in relation to sustainability. Through the central meaning of those articulations, new spaces of representations are opened where it becomes possible to legitimate actions as natural, in the light of this new order (myth). In this study we have been able to identify three struggling ESD-discourses of ‘social change’, comprising desirable teacher-specific-positions and emerging myths of ‘social change’. twenty teachers in total were selected and divided into five groups which consisting of three to six colleagues in each group. The participants were science and social science teachers in secondary and upper secondary schools in Sweden. The chosen schools were either certified ESD-schools or actively involved in projects concerning sustainability. Each group discussion, which lasted about an hour, were recorded and transcribed. The result shows how the teacher is simultaneously identified in three struggling positions; the rational subject as a neutral conductor; the responsible subject as a role model or the reconstructing subject as a reconstructor. This depending on how schooling, socialisation towards sustainable lifestyles and political and ethical perspectives are identified as aims and educational functions (Biesta 2009), to formulate the myth of ‘social change’ in ESD. This has implications on how to acknowledge ‘social change’ as mainly being a process to empower students for ‘right’ choices or to uphold ‘social change’ as a way for students to explore new interpretations of a more sustainable living, to develop as political subjects (c.f. Lundegård & Wickaman 2012).
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| 27. |
- Hasslöf, Helen
(författare)
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The educational challenge in "education for sustainable development" : qualification, social change and the political
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how Education for Sustainable Development (ESD) as an overarching perspective makes meaningof educational aims and purposes. Sustainable development, as a concept, is by necessity complex, and deals withintegrated dimensions of environmental, social-cultural and economic sustainability. It involves a diverse range ofembedded values and ideologies and calls for engagement in value-related and political issues relating to environment,equality and lifestyle. In my thesis, I have turned to the actors in social practice who are set to realise the educationalperspectives of ESD – the teachers. Accordingly, the analyses departure from secondary and upper secondary schoolteachers’ reciprocal meaning-making when discussing the desirable aims of teaching and ESD. Building upon previouseducational research, the thesis has three purposes, and the results are presented in four articles. The results of thestudies bring new empirical knowledge and perspectives to educational research and practice, by adding furtherunderstanding of the political and democratic dimensions of ESD.The first purpose is to investigate and describe the complexity of the concept of sustainable development from a conflictperspective and to analyse meaning-making discussions of sustainability in an educational context. This is elaborated inthe first study (Article I). To achieve this, a Conflict Reflection Tool (CRT) has been developed, by combining theconflicting dynamics of sustainable development with dialogic and univocal functions of speech. In the included casestudy, the CRT analysis of teachers’ discussions shows how fact-based, univocal science utterances closed thediscussion for conflicting perspectives to emerge. However, conflicting views did emerge and were re-valued in adialogic genre through the interplay of different dimensions of sustainability and different societal levels of conflicts.The second purpose is to investigate how the desired aims of ESD are (re)articulated in areas of educational tension inorder to make particular meaning by teachers with experience in ESD practice. Three complex ESD areas are in focus,namely, the development of students as political subjects (Article II), qualification in relation to ESD (Article III), andeducation for social change in relation to ‘sustainable’ living (Article IV). In each of these areas, the functions ofqualification, socialisation and subjectification (c.f. Biesta) are relationally analysed to further problematise educationalpurposes. Through analyses with inpiration from discourse theory, the results show in Article II the emerging discourse ofcritical thinking as room for subjectification where students were invited to be adressed as political subjects. This discoursewas articulated in struggle with the aims of qualification and socialisation, i.e. challenged by elements articulating a morescientific and rational worldview. Article III shows three discourses of qualification. Of these three, scientific reasoningand awareness of complexity are articulated as contrasting epistemological discourses of qualification. However, in thethird discourse, qualification as critical thinking, these different epistemological views are articulated as intertwined asdifferent ways to view sustainability. Article IV shows how the teachers struggle between three positions: the rationalsubject, as a neutral conductor; the responsible subject, as a role model, or the reconstructing subject, as a reconstructor.The overlapping positions depend upon how socialisation towards sustainable lifestyles, political and ethical perspectivesare identified in relation to the educational aims and the emerging myths of social change.The third purpose is to develop analytical methods where conflicting articulations of environmental issues andsustainability are taken into account based on language and discourse theory for conducting empirical investigations ofmeaning-making.
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| 28. |
- Hasslöf, Helen, et al.
(författare)
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The role of education in transition towards a more sustainable world
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within this conference’s overall focus on ‘Education and transition’, the network on Environmental and Sustainability Education Research (ESER) raises the question what research tells us about education’s role in building a more sustainable world. The proposed symposium will address this key issue in ESE research, thereby combining varied research focusses and national perspectives (Sweden, Denmark and Belgium) and paying particular attention to educators’ role in facing the challenges involved. The role of education in tackling societal problems is the subject of an ongoing scholarly discussion since such problems are often translated into issues that need an ‘educational solution’ (Simons and Masschelein 2006), pre-eminently in the context of sustainability issues (Postma 2004; Van Poeck et al. 2014). A sustainable world emerges then as a challenge that can be met by learning the proper solutions, desirable attitudes, correct behaviour, necessary competences, etc. Policy-makers as well as scholars argue for ‘learning our way out’ of unsustainability (Finger and Asún 2001) and for ‘transformative learning’ (Jackson 2011). However, critics argue, sustainability issues cannot be approached as if they were solely a matter of more or better education (e.g. Biesta 2012). Considering that these issues are often very uncertain and controversial (both in factual and normative terms) and drastically affect our planet and its inhabitants it is argued that, first and foremost, sustainability issues raise democratic challenges. Thus, research about education’s role in building a more sustainable world often addresses questions of democratic thought (e.g. Lundegård and Wickman 2012; Sund and Öhman 2014) and ESE practices reveal a certain entanglement of educational and political/democratic processes. The proposed symposium focusses on this ‘intersection of politics and pedagogy’ (Biesta 2012) in the light of sustainability challenges. In doing so, we explicitly aim to move beyond a dichotomist view on the tension between a (‘committed’ and ‘instrumental’) solution-oriented versus a (‘detached’, ‘idealistic’ and ‘relativistic’) democracy-oriented approach to ESE. In order to nurture the debate on this issue, we focus on what actually takes place in diverse educational settings and on the crucial role of educators in this respect. Highlighting different aspects of this common research interest and bringing together varied national perspectives, the contributors aim to progress the theoretical conceptualisation of education in relation to sustainability transition as a process in which the political and the pedagogical are intertwined. Hasslöf, Lundegård and Malmberg elaborate on ‘social change’ in ESD from a teacher perspective. Using theoretical frameworks of Laclau and Mouffe and Biesta, they identify teachers’ subject positions (as rational subject, responsible subject and the reconstructing subject) and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Læssøe and Van Poeck focus on how ‘change agents’ in non-formal educational settings affect the kind of educational processes that can emerge within practices pursuing a more sustainable world. Drawing on empirical analyses, they reveal the diversity of roles change agents can play and put forward an ideal typology. Connecting the latter to educational theory (metaphors of learning, functions of education) and theories linking social dynamics and social learning, the authors elaborate on how change agents face entangled political and pedagogical challenges within non-formal educational settings. Östman, Håkansson and Van Poeck depart from the re-born interest in the political dimension of ESE and investigate possibilities and risks involved in introducing the political in pluralistic ESE practice. Drawing inspiration from Mouffe’s theory of the political and Dewey’s pragmatist theory, they empirically analyse diverse educational settings. They identify situations that could be educative depending on how the educator acts and conceptualise how a pluralistic and a political dimension come together in in ESE practice.
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| 29. |
- Ideland, Malin, et al.
(författare)
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Who fits into the science classroom? : Critical perspectives on pedagogical models in science education.
- 2012
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Konferensbidrag (refereegranskat)abstract
- This mini-symposium aims to stress issues about how pedagogical models like e.g. SSI, science for girls and ESD construct who fits in or not in the science classroom. These models are developed from a good intention of including "all" students, opening up possibilities for them who often are seen as outsiders in science culture. But we claim that these seemingly democratic pedagogical models fabricate desirable and undesirable subjects. Often, the norms for fitting in can be understood in terms of images of gender, ethnicity and social class.A movement in science education research highlights the importance of making science knowledge “useful” for "everyone" in "everyday life". The aim with these efforts is to let students develop scientific literacy, which often is talked about as “necessary” for citizenship. Different practices carry strong ideas of designing the future, and emphasize the need of competences that are inscribed in the concept of “future citizen”. These competencies are often described in terms of problem-solving, critical thinking and making rational decisions to contribute to a sustainable world. In relation to this image, those children that don’t want to make decisions, solve problems become constructed as failures. In a wider perspective, they can be seen as threatening the intentions of science contribution to a sustainable world.In this symposium we would like to raise critical issues about what norms that are constructing individuals, from different social categories, as desirable or non-desirable in science classroom. These issues will be discussed in relation to six examples from empirical studies which are problematizing the construction of the desirable science student. These examples are: 1) PISA construction of the science student; 2) Social class in science class; 3) Narratives of females and science; 4) Gender, sexuality and normality; 5) Who is the democratic citizen?; 6) Who is the sustainable citizen?
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| 30. |
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| 31. |
- Lundegård, Iann, et al.
(författare)
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Antropocen och utbildning : direkta naturmöten och demokratiska processer
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - Växjö : Linnéuniversitetet. - 1401-6788 .- 2001-3345. ; 27:3, s. 54-72
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Tidskriftsartikel (refereegranskat)abstract
- Allt oftare omnämns att planetens tillstånd befinner sig i en ny tidsepok; Antropocen – människans tidsålder. Förutom den geologiska lydelsen pekar tillståndet även på det paradigmskifte i tänkande mänskligheten nu befinner sig i. Vår färdväg definieras som alltmer akut ohållbar. Från ett samlat vetenskapssamhälle framförs nu nödvändigheten av att på kort tid åstadkomma omvälvande förändringar, i en omfattning vi tidigare inte skådat. I det sammanhanget lyfts också ofta utbildningens centrala roll. I den här artikeln lutar vi oss främst mot den franska filosofen Bruno Latours resonemang om de konsekvenser antropocen har för människans behov av relationsskapande och tillhörighet. Eller formulerat som en utmaning att konfronteras med i undervisningen: Hur kan undervisningen skapa relationer med ”det mer än mänskliga” där människan utgör en integrerad del i biosfärens levande och materiella processer? Med hjälp av tre konkreta exempel från två skolor och med teori och analytiskt fokus hämtat från pragmatiska perspektiv på kommunikation, utforskar vi Latours efterfrågan av ”The terrestrial”. I den argumentativa texten visar vi hur detta kan identifieras i termer av öppna naturmöten, i relationsskapande och i demokratiska processer, vilka synliggör hur vi människor är sammankopplade med biosfären. I artikeln pekar vi också på några didaktiska riktningsgivare vilka kan vara till hjälp för lärare att skapa en undervisning som möjliggör för det omedelbara naturmötet, öppnar för det relationella utrymmet och stödjer genomlevandet av demokrati som en form av liv.
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| 32. |
- Lundegård, Iann, 1955-
(författare)
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Att tända en eld
- 2004. - 1
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Ingår i: Utomhusdidaktik. - Lund : Studentlitteratur. - 9789144024929 ; , s. 81-96
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 33. |
- Lundegård, Iann
(författare)
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Berättelsen och det politiska subjektet
- 2014
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Ingår i: Lärande i handling. - Lund : Studentlitteratur. - 9789144088785 ; , s. 195-204
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 34. |
- Lundegård, Iann, et al.
(författare)
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Conflicts of interest : an indispensable element of education for sustainable development
- 2007
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 13:1, s. 1-15
-
Tidskriftsartikel (refereegranskat)abstract
- A central concept introduced in the Nordic debate on sustainable development is 'action competence'. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development.
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| 35. |
- Lundegård, Iann, et al.
(författare)
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Didaktiska utmaningar och perspektiv på hållbar utveckling : Grundskola åk 1-6
- 2021
-
Annan publikation (refereegranskat)abstract
- Introduktionen tar upp det vi kallar ett didaktiskt raster. Syftet med det är att ge en inblick i hur hållbarhetsfrågorna diskuteras i pedagogisk och didaktisk forskning och låta det bli redskap för reflektion över didaktiska vad-, hur- och varför-frågor kopplat till undervisning. I inledningen till modulen ligger frågornas allvar som en resonansbotten. Här tar vi upp några didaktiska spår som sedan följs upp i de olika delarna. Som vuxna behöver vi ta ansvar för våra barn och kommande generationer. I det sammanhanget är ditt arbete som lärare är ett av det mest viktiga som finns. Men hur problematiken ska tacklas i mötet med de yngre åldrarna är omdiskuterat. Här är det viktigt att inte förlora hoppet om att det också går att vända vissa av de negativa trenderna. Därför vill vi också bjuda på ingångar till hur man kan närma sig ett problematiskt och mörkt budskap genom att inspirera eleverna till nya tankar som ger dem kraft att kunna ta till sig och bearbeta de negativa bilder de omges av.
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| 36. |
- Lundegård, Iann, 1955-, et al.
(författare)
-
Facts and values in students’ reasoning about gene technology in the frame of risk–a thick comprehension
- 2022
-
Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 28:9, s. 1283-1296
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Tidskriftsartikel (refereegranskat)abstract
- In the current debate, there is no consensus on the relationship between knowledge and values in students’ reasoning and argumentation in socio-scientific and sustainability issues, i.e. if these should be addressed as separate entities or rather treated as a whole. In this study, we address this question empirically, with students engaging in two language games–aesthetic and epistemological–as they deliberate on ethical issues associated with genetic engineering. The study reports on a course unit that includes lectures, group work and student-led value-clarification exercises. The ways in which the language games interact were analysed using the established methods of Practical Epistemology Analysis (PEA) and analysis of Deliberative Educational Questions (DEQ). Our results show that aesthetic and epistemological language games were intricately intertwined in the students’ reasoning. Given this close entanglement, each language game was conducive to the development of the other and in so doing, deepened the understanding of the content as a whole.
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| 37. |
- Lundegård, Iann, et al.
(författare)
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Globala mål och möten
- 2021
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Annan publikation (populärvet., debatt m.m.)
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| 38. |
- Lundegård, Iann, et al.
(författare)
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Identity transformation in education for sustainable development : a question of location
- 2009
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Ingår i: QSE. International journal of qualitative studies in education. - : Informa UK Limited. - 0951-8398 .- 1366-5898. ; 53:5, s. 461-479
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Tidskriftsartikel (refereegranskat)abstract
- Traditionally the individual "I" is described as a relatively stable entity that is carried from one situation to another. However, a growing body of research has argued for a more flexible approach to identity. This article looks at identity as something situated and transformed in social transaction. The analysis made here examines three aspects of identity formation disjunctive space, inter-subjective space and ethical space. We study the rhythmic shift between those different identity spaces in six college students' ongoing conversation concerning sustainable development, human freedom, and solidarity. It is shown how identity is constituted in the three different spaces during student discourse. We demonstrate how identity is part of a continuous and contingent inter-human activity, where the interlocutors are constantly forced to answer the question: Who are you? We discuss the consequences of this finding for education for sustainable development.
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| 39. |
- Lundegård, Iann, et al.
(författare)
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It takes two to tango: studying how students constitute political subjects in discourses on sustainable development
- 2012
-
Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 18:2, s. 153-169
-
Tidskriftsartikel (refereegranskat)abstract
- A great deal of the ongoing discussion about environmental education and edu- cation for sustainable development has to do with democracy and deliberation. Here, for example, the normative approach has been challenged. As an alterna- tive, there is sometimes a call for a curriculum and education that is character- ized by democracy, participation, and pluralism. According to this call, it is still far from clear what it actually means to create education in terms of democracy. While the debate is lively, it is not always anchored in empirical research. In this study, three students in a classroom situation talk about resources and soli- darity. Using analytical tools developed from a pragmatic base, the study tries to find a methodology to reveal how people create political subjects while engaged in such a discourse. This is associated with the discussion about democracy in education, and the consequences these findings may have in respect of how edu- cation on environment and sustainable development can be staged in terms of freedom and pluralism.
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| 40. |
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| 41. |
- Lundegård, Iann
(författare)
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Learning from metaphors
- 2015
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:3, s. 695-705
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Tidskriftsartikel (refereegranskat)abstract
- Today an increasing number of countries around the world have acquired almost the same metaphorical speech about teaching and learning. These theories grown in the Western world are largely produced within the framework of psychology and individualistic oriented educational philosophy and fits with the ever-expanding financial growth paradigm. This article gives a brief reference to an exchange that in the early 1900’s took place between two different ways to go in American educational philosophy. Then selects John Dewey’s route choice, which took a step away from attempts to create a rationalistic ultimate definition of teaching and learning. Instead, a couple of different metaphors for education are demonstrated that can be used as a basis for pragmatically organizing teaching toward specific purposes and consequences in relation to different cultural traditions.
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| 42. |
- Lundegård, Iann, 1955-
(författare)
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Minnande - i handling och förvandling
- 2011. - 1
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Ingår i: Lärande och minnande. - Stockholm : Norstedts Förlag. - 9789113037721 ; , s. 317-339
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Lundegård, Iann, 1955-
(författare)
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Naturstråk
- 2004
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Ingår i: Didaktikens forum. - Stockholm : HLS Förlag. - 1652-2583. ; 1:2, s. 71-97
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 44. |
- Lundegård, Iann
(författare)
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Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education
- 2018
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:4, s. 581-592
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Tidskriftsartikel (refereegranskat)abstract
- This study problematizes what is meant when one talks about classroom activities concerning environmental and sustainability issues as being authentic or not. It reports excerpts from three classroom discussions which start from questions formulated by the students themselves concerning issues related to sustainable development. It examines how the different questions give rise to altered kinds of participation and shows that the students' involvement shifted between either a distanced factual level of communication, or a personal level of communication. The result indicated that the nature of authenticity in a discourse differs depending on which question initiates it. If the initiating questions allow the students to distance themselves from the subject matter, then one type of authenticity is created. If, on the other hand, the questions give the students an opportunity to establish value-relations, or to dare to take a personal standpoint, as political subjects, to the issues at hand then the personal authenticity becomes another.
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| 45. |
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| 46. |
- Lundegård, Iann, et al.
(författare)
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Putting the Cart Before the Horse : The Creation of Essences out of Processes in Science Education Research
- 2014
-
Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 98:1, s. 127-142
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses the problem of treating generalizations of human activity as entities and structures that ultimately explain the activities from which they were initially drawn. This is problematic because it involves a circular reasoning leading to unwarranted claims explaining the originally studied activities of science teaching and learning. Unlike other fields within social science research, this problem has not been appreciated and discussed in the science education literature and the field thus needs to be reminded of it. A heuristic specifically developed for the purposes of this article is applied to two examples taken from a much-cited research in the field. Through the examples it is argued that the practice of creating entities out of generalizations of science classroom activities leads to a number of unintended consequences. It is further argued that the stated purposes in the two example articleswould actually have been better served by investigating the entire processes through which the activities develop, as well as how the activities may change through teaching. The article concludes that through the search for explanations caused by underlying entities, science education research runs a risk of alienating its results from the activities from which it initially wanted to meliorate.
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| 47. |
- Lundegård, Iann, 1955-
(författare)
-
På väg mot pluralism : Elever i situerade samtal kring hållbar utveckling
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation highlights and discusses some essential aspects of young people’s meaning-making deliberations on future issues and sustainable development. In the first two of four articles, recurring components of the discussion that appear to be important for its progression are both identifi ed and illustrated. In the two latter articles these components are then used to study how the identities of the conversers are constituted through the deliberations and to describe how the individual participants assume their place in them as free political subjects. The dissertation’s theoretical starting point has been the pragmatist arguments and positions mainly found in Dewey’s concept of experience, Rorty’s anti-representationalistic perspective of meaning-making and Wittgenstein’s discussions relating to language games. A methodological attempt developed from these arguments is transaction analysis – originally formulated by Wickman and Östman and later called practical epistemology. The study begins with this analysis and develops it further. The empirical data included in the dissertation’s studies is based on recorded interviews and students discussions. The students who participated either attended upper secondary school or a folk high school. The results of the dissertation’s four articles show that human confl icts of interest and value relations should be regarded as central stages in students’ discussion processes on sustainable development. The dissertation also shows how these components can be used to study pluralism and how students’ collective identity is constituted. In the dissertation’s conclusion, a number of tools are developed that are suitable for research where one intends to further analyse how students create meaning about future issues and sustainable development through discussion. The conclusion also describes eight educational points that need to be taken into account when creating constructive discussion situations that support students’ learning in the field of sustainable development.
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| 48. |
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| 49. |
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| 50. |
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