This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.
{"title":"Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre","authors":"Ingrid Eikeland, Merethe Frøyland","doi":"10.5617/nordina.7001","DOIUrl":"https://doi.org/10.5617/nordina.7001","url":null,"abstract":"This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42721186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inquiry learning depends on a variety of writing in order to plan, collect data and keep track of the information. In school science, however, writing to document teacher initiated experiments, following a setup, is widespread. This article follows a class of students during inquiry learning. Most of the student texts are so called working texts, texts used to gather and process their data. Thus the students writing practice is closer to that of scientists, as opposed to the praxis characterizing scientific literacy in school, as reproducing and concerning the schooled text culture, such as text books. This article argues that the term working texts can pose a useful contribution to the view of writing in school science.
{"title":"Arbeidstekster i utforskende arbeidsmetoder","authors":"Tuva Bjørkvold","doi":"10.5617/nordina.6703","DOIUrl":"https://doi.org/10.5617/nordina.6703","url":null,"abstract":"Inquiry learning depends on a variety of writing in order to plan, collect data and keep track of the information. In school science, however, writing to document teacher initiated experiments, following a setup, is widespread. This article follows a class of students during inquiry learning. Most of the student texts are so called working texts, texts used to gather and process their data. Thus the students writing practice is closer to that of scientists, as opposed to the praxis characterizing scientific literacy in school, as reproducing and concerning the schooled text culture, such as text books. This article argues that the term working texts can pose a useful contribution to the view of writing in school science.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"67-83"},"PeriodicalIF":0.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44387975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jaana Herranen, Sakari Tolppanen, Veli-Matti Vesterinen, M. Aksela
AbstractStudent-led courses have been described as a promising approach to improve sustainability education. However, there is a lack of systematic studies about the benefits and challenges of such courses. This qualitative case study examines the challenges and tensions that arose in the planning of a student-led higher education course on sustainability education. The challenges were identified from the student course designers’ conversations and interviews using discourse analysis, focusing on their disagreements during planning. The identified challenges concerned sustainability and sustainability education, the course designers’ roles, and collaborative decision-making. To relate the challenges to wider discourses on these topics, five underlying tensions were recognized. These include the tension between participatory action and critical discussion approaches for sustainability education, and the tension between drive towards unanimity and agreeing to disagree in collaborative educational planning. Finally, it is discussed how, and to what degree, the challenges and tensions can and should be mitigated.
{"title":"Challenges and tensions in collaborative planning of a student-led course on sustainability education","authors":"Jaana Herranen, Sakari Tolppanen, Veli-Matti Vesterinen, M. Aksela","doi":"10.5617/nordina.6583","DOIUrl":"https://doi.org/10.5617/nordina.6583","url":null,"abstract":"AbstractStudent-led courses have been described as a promising approach to improve sustainability education. However, there is a lack of systematic studies about the benefits and challenges of such courses. This qualitative case study examines the challenges and tensions that arose in the planning of a student-led higher education course on sustainability education. The challenges were identified from the student course designers’ conversations and interviews using discourse analysis, focusing on their disagreements during planning. The identified challenges concerned sustainability and sustainability education, the course designers’ roles, and collaborative decision-making. To relate the challenges to wider discourses on these topics, five underlying tensions were recognized. These include the tension between participatory action and critical discussion approaches for sustainability education, and the tension between drive towards unanimity and agreeing to disagree in collaborative educational planning. Finally, it is discussed how, and to what degree, the challenges and tensions can and should be mitigated.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"18-36"},"PeriodicalIF":0.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45007558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper elucidates the role of the sciences within education for sustainable development as it is reflected on the World Environmental Education Congress (WEEC), a leading international conference since 2003. With a historical perspective, and observations, interviews and a look at the presentations of the WEEC 2015 and WEEC 2017, this study reveals an underrepresentation of science education, while a dominance was registered on WEEC conferences for ten years ago. Both the WEEC 2015 and WEEC 2017 provided plenty of information about science related realities, but little about how to get children and the youth to understand them. Only few of the papers and posters were addressed to children’s and pupils learning related to physics or biogeochemical basic understanding. The understanding of natural interrelationships and concepts is essential for children and the youth for to become informed decision-makers and active participants in a sustainable society.
{"title":"’World Environmental Education Congresses’ og naturfagenes rolle innen utdanning for bærekraftig utvikling","authors":"B. M. Sageidet","doi":"10.5617/nordina.6187","DOIUrl":"https://doi.org/10.5617/nordina.6187","url":null,"abstract":"This paper elucidates the role of the sciences within education for sustainable development as it is reflected on the World Environmental Education Congress (WEEC), a leading international conference since 2003. With a historical perspective, and observations, interviews and a look at the presentations of the WEEC 2015 and WEEC 2017, this study reveals an underrepresentation of science education, while a dominance was registered on WEEC conferences for ten years ago. Both the WEEC 2015 and WEEC 2017 provided plenty of information about science related realities, but little about how to get children and the youth to understand them. Only few of the papers and posters were addressed to children’s and pupils learning related to physics or biogeochemical basic understanding. The understanding of natural interrelationships and concepts is essential for children and the youth for to become informed decision-makers and active participants in a sustainable society.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"342-357"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42021927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
INTRODUCTION Early childhood has long been recognized as a period of a child’s life where the foundations for thinking, learning, and being are shaped, including their relationships to others and a sustainable world (Sameulsson & Kaga, 2008; Sameulsson & Park, 2017). Although a universal definition does not exist, sustainability is generally considered as the interconnection of the social, political, environmental, and economical facets that underpin a sustainable world (UNESCO, 2007). Broadly speaking, early childhood for sustainability (ECEfS) is about “learning to think and act in ways that will safeguard the future well-being of people and the planet” (Ministry of Education New Zealand, 2015).
{"title":"The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest","authors":"Debra Harwood","doi":"10.5617/nordina.6169","DOIUrl":"https://doi.org/10.5617/nordina.6169","url":null,"abstract":"INTRODUCTION Early childhood has long been recognized as a period of a child’s life where the foundations for thinking, learning, and being are shaped, including their relationships to others and a sustainable world (Sameulsson & Kaga, 2008; Sameulsson & Park, 2017). Although a universal definition does not exist, sustainability is generally considered as the interconnection of the social, political, environmental, and economical facets that underpin a sustainable world (UNESCO, 2007). Broadly speaking, early childhood for sustainability (ECEfS) is about “learning to think and act in ways that will safeguard the future well-being of people and the planet” (Ministry of Education New Zealand, 2015).","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"403-417"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46159551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
15(4), 2019 Narda Nelson is a pedagogist and researcher with UVic Child Care Services and Pedagogical Communications Coordinator for the British Columbia Early Childhood Pedagogy Network (BC ECPN). She is a member of the Common Worlds Research Collective and Early Childhood Pedagogies Collaboratory. Drawing on her background in gender studies, she takes an interdisciplinary approach to rethinking young children’s relations with plants, animals, and landscape forms.
{"title":"New Obligations and Shared Vulnerabilities: Reimagining Sustainability for Live-Able Worlds","authors":"Narda Nelson, B. Hodgins, I. Danis","doi":"10.5617/nordina.6407","DOIUrl":"https://doi.org/10.5617/nordina.6407","url":null,"abstract":"15(4), 2019 Narda Nelson is a pedagogist and researcher with UVic Child Care Services and Pedagogical Communications Coordinator for the British Columbia Early Childhood Pedagogy Network (BC ECPN). She is a member of the Common Worlds Research Collective and Early Childhood Pedagogies Collaboratory. Drawing on her background in gender studies, she takes an interdisciplinary approach to rethinking young children’s relations with plants, animals, and landscape forms.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"418-432"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Heggen, B. M. Sageidet, Nina Goga, Liv Torunn Grindheim, Veronica Bergan, Inger Wallem Krempig, T. A. Utsi, Anne Myklebust Lynngård
Education for sustainability in early childhood tends to focus on practices and advocacy, rather than on the aims of this education. We suggest that the aim should be to consider children as being and becoming eco-citizens. This suggestion is built on an exploration of children as eco-citizens. With theories concerning child-sized citizenship we suggest a description of children and adults as being and becoming eco-citizen. We explore this through the fields of nature connection and science and children’s curiosity. We find that environmentally friendly practices as gardening and harvesting wild food show how children’s eco-citizenship is realizable. We support this additionally by references to how children’s literature, seeing how children depicted as eco-citizens can support the notion of children as eco-citizens. Through these analyses, we conclude that children should be viewed as being and becoming eco-citizens.
{"title":"Children as eco-citizens?","authors":"M. Heggen, B. M. Sageidet, Nina Goga, Liv Torunn Grindheim, Veronica Bergan, Inger Wallem Krempig, T. A. Utsi, Anne Myklebust Lynngård","doi":"10.5617/nordina.6186","DOIUrl":"https://doi.org/10.5617/nordina.6186","url":null,"abstract":"Education for sustainability in early childhood tends to focus on practices and advocacy, rather than on the aims of this education. We suggest that the aim should be to consider children as being and becoming eco-citizens. This suggestion is built on an exploration of children as eco-citizens. With theories concerning child-sized citizenship we suggest a description of children and adults as being and becoming eco-citizen. We explore this through the fields of nature connection and science and children’s curiosity. We find that environmentally friendly practices as gardening and harvesting wild food show how children’s eco-citizenship is realizable. We support this additionally by references to how children’s literature, seeing how children depicted as eco-citizens can support the notion of children as eco-citizens. Through these analyses, we conclude that children should be viewed as being and becoming eco-citizens.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"387-402"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48746180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mellan det globala och lokala-forskollararstudenters meningsskapande om undervisning for hallbarhet i forskolan
全球和本地研究生对研究型学校可持续性教学的意义建构
{"title":"Mellan det globala och lokala – förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan","authors":"Eva Ärlemalm-Hagsér, J. Larsson","doi":"10.5617/nordina.6212","DOIUrl":"https://doi.org/10.5617/nordina.6212","url":null,"abstract":"Mellan det globala och lokala-forskollararstudenters meningsskapande om undervisning for hallbarhet i forskolan","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"370-386"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43251063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschool ...
{"title":"Opportunities for Education for Sustainability through multidimensional preschool science","authors":"B. Sundberg, Sofie Areljung, C. Ottander","doi":"10.5617/nordina.6237","DOIUrl":"https://doi.org/10.5617/nordina.6237","url":null,"abstract":"In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschool ...","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"358-369"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47411962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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