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Transcript of - within the ecological, economical and social aspects of ESD Annika Manni, Umeå University...
- within the ecological, economical and social aspects of ESD
Annika Manni, Umeå UniversitySupervisors: Karin Sporre and Christina Ottander
May, 2011
Mapping young students understanding and valuing of
Sustainable development
UN-decade of Education for Sustainable development (2005-2014)
The need for a new approach in educationSystems thinking and complexity (Hjort & Bagheri,
2006) (Wylie et al.,1998) (Jonsson, 2007)
Decision making and action competence (Jenssen& Schnack, 2006) ( Dawidowicz, 2010)
Values and ethics (Öhman & Östman, 2008) (Rickinson & Lundholm, 2008)
Children’s voices (OMEP,2010) (Hartman et al., 2007)
Background
1, How do young Swedish students’ understand and value the aspects of sustainable development and their relations?
2, How can the relationships between understanding and valuing SD be described?
Research questions:
209 young students, aged 10-12, Swedish schools
Comprehensive questionnaire with open-ended questions, 2010
Phenomenographic approachContent analysis - categoriesVariations and relationships
The study
81 different questions, 72 closed and 9 open- ended. Open questions with picture support within every aspect of ESD
as well as how they are related all together
”What do you know about….? How do you feel about that ? ” Response in written text ”Read as slowly as it takes the pupils to write” ( Hartman,
1986)
The questionnaire
209 responses, open questionsRich and comprehensive materialMeaning-making moment ;” that they got to express their own thoughts in
a way they had not before”
Results
Describes
Simple positive understanding
Simple negative understanding
Complex positive understanding
Complex negative understanding
No response
0 5 10 15 20 25 30 35
Ecological aspect
Example: ”I know that big factories emit bad smoke, both we humans and animal get sick of the smoke, even flowers and plants. It is bad that some people throw waste in the nature”,
Describes
Understandings within the aspect
Relates economy and ecology
Relates economy and social aspects
No response
0 5 10 15 20 25 30 35 40
Economical aspect -trade
Example: ” In Africa children are working to make things that other then get rich of .I think that is really bad!”
Describes
Understandings within the aspect
Emotions about justice
Emotions and morals about wellfare
Reflektions about causes
No response
0 5 10 15 20 25 30 35
Social aspect
Example: ”It is not fair, I think everybody should have equal amount of money. I am happy that I live in Sweden.”
Describes
Simple understanding
Relates ecology and economy
Relates ecology and social aspects
Relates economy and social aspects
Relates all aspects
No response
0 5 10 15 20 25 30 35 40 45 50
Relationships in SD
Connections between aspects and how things affect each other are generally harder to describe. Still, some students do this in a quite complex way, e.g. ”When we manufacture something that shall be sold in a factory we destroy the nature. Air and water for both humans and animals are destroyed.”
Analysis of valuesValues or emotional expressions in every aspect
has been categorized and are often shown as:Emotions – spontanous, positive and negativeMoral reactions – good or bad actions, often
taught behavioursEthical reasoning – reflections about morals,
cause and effect
Values are often shown together with more complex understandings.
Complex area with great variations in descriptions of the aspects of SD.
Swedish students aware and describe every aspect of SD, mostly in simple ways but also some quite complex.
In the ecological aspect; mostly within but with different complexity.
In the economical; mostly within and quite simple but also some relations with other aspects.
In the social aspect; mostly within and very emotional. Relationships are as well described, most difficult between all
three. (Loughland et al. 2002, Wylie et al. 1998) Understandings and values intergrated, even;
rich of emotions = rich in complex understandings (Öhman & Östman, 2007, Lundholm & Rickinsson, 2008)
Summary
Implications for teaching and learning:Holistic and relational approach is neededIntegration of knowledge and ethicsImportance of the teachers’ awareness of
students’ pre-understandings
Implications
Thanks for your attention!