hh.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?
Malmö University, Malmö, Sweden.
Stockholm University, Stockholm, Sweden.
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).ORCID-id: 0000-0002-7643-1355
2016 (engelsk)Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 2, s. 259-275Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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’ © 2016 Taylor & Francis

sted, utgiver, år, opplag, sider
Abingdon: Routledge, 2016. Vol. 38, nr 2, s. 259-275
Emneord [en]
Education for sustainable development, socio-scientific issues, qualification
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-30514DOI: 10.1080/09500693.2016.1139756ISI: 000372095200005Scopus ID: 2-s2.0-84958054456OAI: oai:DiVA.org:hh-30514DiVA, id: diva2:911895
Tilgjengelig fra: 2016-03-14 Laget: 2016-03-14 Sist oppdatert: 2017-11-30bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekstScopus

Personposter BETA

Malmberg, Claes

Søk i DiVA

Av forfatter/redaktør
Malmberg, Claes
Av organisasjonen
I samme tidsskrift
International Journal of Science Education

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 128 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf