| 1. |
- Abrahamsson, Cristian, et al.
(författare)
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En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen
- 2019
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Ingår i: NorDiNa. - Oslo : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 15:2, s. 128-144
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Tidskriftsartikel (refereegranskat)abstract
- What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior.
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| 2. |
- 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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| 3. |
- 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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| 4. |
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| 5. |
- Hasslöf, Helen, et al.
(författare)
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Critical thinking as room for subjectification in Education for Sustainable Development
- 2015
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Ingår i: Environmental Education Research. - Abingdon : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 21:2, s. 239-255
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Tidskriftsartikel (refereegranskat)abstract
- Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.
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| 6. |
- Hasslöf, Helen, et al.
(författare)
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Konsekvenser av handlande i en komplex värld
- 2018
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Annan publikation (refereegranskat)abstract
- Syftet med delen är att bidra till hur skolan kan arbeta med komplexa sammanhang, människans betydelse i förhållande till lokala och globala perspektiv av påverkan och ansvar, betydelsen av hur vi tolkar kunskaper genom olika värdegrunder och vilken betydelse vi ger individens handlingar. Det konkretiseras med exempel på fördelar och nackdelar med olika val. Det förs även resonemang om hur människans handlingar bidrar till och ifall de har betydelse för en hållbar utveckling i en komplex värld.Deltagarna får genomföra en undervisning som bygger på livscylelanalys (LCA) och redogöra för den. Erfarenheterna används för ämnesövergripande diskussioner om hur undervisningen kan utvecklas.
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| 7. |
- 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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| 8. |
- 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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| 9. |
- 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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| 10. |
- 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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