| 1. |
- Haase, Dagmar, et al.
(författare)
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Greening cities - To be socially inclusive? About the alleged paradox of society and ecology in cities
- 2017
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Ingår i: Habitat International. - : Elsevier BV. - 0197-3975 .- 1873-5428. ; 64, s. 41-48
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Tidskriftsartikel (refereegranskat)abstract
- Greening cities, namely installing new parks, rooftop gardens or planting trees along the streets, undoubtedly contributes to an increase in wellbeing and enhances the attractiveness of open spaces in cities. At the same time, we observe an increasing use of greening strategies as ingredients of urban renewal, upgrading and urban revitalization as primarily market-driven endeavours targeting middle class and higher income groups sometimes at the expense of less privileged residents. This paper reflects on the current debate of the social effects of greening using selected examples. We discuss what tradeoffs between social and ecological developments in cities mean for the future debate on greening cities and a socially balanced and inclusive way of developing our cities for various groups of urban dwellers. We conclude that current and future functions and features of greening cities have to be discussed more critically including a greater awareness of social impacts.
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| 2. |
- Lederman, Judith, et al.
(författare)
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An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry : Establishing a baseline
- 2019
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Ingår i: Journal of Research in Science Teaching. - : Wiley. - 0022-4308 .- 1098-2736. ; 56:4, s. 486-515
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Tidskriftsartikel (refereegranskat)abstract
- Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65-83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.
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| 3. |
- Zeyer, Albert, et al.
(författare)
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Adressing complexity in Science|Environment|Health pedagogy
- 2019
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Ingår i: Bridging Research and Practice in Science Education. - Cham : Springer. - 9783030172190 - 9783030172183 ; , s. 153-170
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Konferensbidrag (refereegranskat)abstract
- This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts – a core issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The “art of decision making” in complex contexts is to take scientific knowledge into account, but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may motivate many students for science learning and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and uncertainty and to empower them for wise decisions about societal and personal well-being.
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| 4. |
- Zeyer, Albert, et al.
(författare)
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Two-Eyed Seeing and Scientific Holism in a New Science|Environment|Health Pedagogy
- 2024
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Science|Environment|Health (S|E|H) is a new science pedagogy that aims at promoting the mutual benefit between the three educational fields of science education, environmental education, and health education. Holism and its conceptualisation has become an important topic in recent S|E|Hwork. In this paper, featuring the invited symposium of the ESERA special interest group 4 at the ESERA conference 2021, we suggest the concept of Two-Eyed Seeing as a basis for the definition of scientific holism in S|E|H. Two-Eyed Seeing as a metaphor was introduced by science education researchers working with Canadian aborigines. Based on Sellars’s concept of stereoscopic view, we conceptualize Two-Eyed Seeing in S|E|H through an ontological framework. We define scientificholism as the “eye switch” from the scientific image to students’ life-world image, a transition that we consider as equally important as the - more common - reductionist “eye switch” from students’ life-worlds back to the scientific image. Two-Eyed Seeing may then be understood as a continuouscirculation of repeated “eye switches” between life-world image and scientific image. We illustrate this approach by three symposium contributions - communicating the meta-organism in school, scientific holism against eco- and health depression, and a holistic visual tool to approach S|E|H competences – and we discuss consequences for teaching and research in science education. We point out that, in a new S|E|H pedagogy and beyond, Two-Eyed Seeing may be a helpful extension to the well-established socio-scientific issues approach. © 2022 by the Author(s).
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| 5. |
- Zeyer, Albert, et al.
(författare)
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Two-Eyed Seeing and Scientific Holism in A New Science|Environment|Health Pedagogy
- 2023
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Ingår i: Fostering Scientific Citizenship in an Uncertain World. - Cham, Switzerland : Springer. - 9783031322242 - 9783031322273 - 9783031322259 ; , s. 293-309
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Bokkapitel (refereegranskat)abstract
- Science|Environment|Health (S|E|H) is a new science pedagogy that aims at promoting the mutual benefit between the three educational fields of science education, environmental education, and health education. Holism and its conceptualisation have become an important topic in recent S|E|H work. In this paper, featuring the invited symposium of the ESERA special interest group 4 at the ESERA conference 2021, we suggest the concept of Two-Eyed Seeing as a basis for the definition of scientific holism in S|E|H. Two-Eyed Seeing as a metaphor was introduced by science education researchers working with Canadian Indigenous citizens. Based on Sellars’s concept of stereoscopic view, we conceptualise Two-Eyed Seeing in S|E|H through an ontological framework. We define scientific holism as the “eye switch” from the scientific image to students’ life-world image, a transition that we consider as equally important as the – more common – reductionist “eye switch” from students’ life-worlds back to the scientific image. Two-Eyed Seeing may then be understood as a continuous circulation of repeated “eye switches” between life-world image and scientific image. We illustrate this approach through three symposium contributions – communicating the meta-organism in school, scientific holism against eco- and health depression, and a holistic visual tool to approach S|E|H competencies – and we discuss consequences for teaching and research in science education. Finally, we point out that, in a new S|E|H pedagogy and beyond, Two-Eyed Seeing may be a helpful extension to the well-established socio-scientific issues approach. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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