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Walan, S. & Gericke, N. (2019). Factors from informal learning contributing to the children's interest in STEM: experiences from the out-of-school activity called Children's University. Research in Science & Technological Education, 1-21
Open this publication in new window or tab >>Factors from informal learning contributing to the children's interest in STEM: experiences from the out-of-school activity called Children's University
2019 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, p. 1-21Article in journal (Refereed) In press
Abstract [en]

Background: Previous studies have investigated effects of out-of-school STEM activities aimed at stimulating children's interest in science with positive results. However, research has not discussed the reasons why such activities are successful. Purpose: In this study, we address this gap by investigating which factors children themselves identified as interesting when they visited events at an out-of-school activity named The Children's University. Sample: Children aged 8-12 participated in the study. Altogether, there were 353 children involved in the data collection. Design and methods: A mixed method design was used, including a questionnaire and semi-structured interviews in which children's self-reported experiences were collected. Likert scale questions in the questionnaire were analysed based on descriptive statistics. The open-ended questions and data from the interviews were categorized by content analysis and analytically interpreted through 'the Ecological framework for understanding learning across places and pursuits'. Results: The children were positive about their visit, and these utterances could mainly be related to the development of the individuals' interest and knowledge according to the Ecological framework. We identified two new factors influencing student's interest in STEM in out-of-school activities: appreciating the spectacular and learning; verifying two factors of importance previously suggested in the literature: appreciating the content and the learning environment. Conclusions: The study highlights the specific factors the children actually appreciated from their visits to out-of-school activities, which could be of interest for stakeholders arranging different kinds of STEM events promoting informal learning. The content in the activities is important as well as spectacular features. To have the opportunity to learn something new in an environment that is conducive to learning is also of importance for children.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Interest in STEM, content, spectacular, learning, informal learning environment
National Category
Natural Sciences Pedagogical Work
Research subject
Educational Work; Biology
Identifiers
urn:nbn:se:kau:diva-75200 (URN)10.1080/02635143.2019.1667321 (DOI)000487549400001 ()
Available from: 2019-10-10 Created: 2019-10-10 Last updated: 2019-10-18Bibliographically approved
Olsson, D., Gericke, N., Boeve-de Pauw, J., Berglund, T. & Chang, T. (2019). Green Schools in Taiwan: Effects on Student Sustainability Consciousness. Global Environmental Change, 54, 184-194
Open this publication in new window or tab >>Green Schools in Taiwan: Effects on Student Sustainability Consciousness
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2019 (English)In: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 54, p. 184-194Article in journal (Refereed) Published
Abstract [en]

In recent decades, the Taiwanese government has worked actively to implement the concept of a sustainable Taiwan. As an important step in their strategy, the Ministry of Education has decided to promote the Green School Partnership Project in Taiwan (GPPT). However, academic research and critical reflection on the effects of this environmental and sustainability education initiative are lacking. Therefore, this study focuses on filling this gap by means of a nationwide generalizable effect study. The sampling allowed comparisons between the sixth, ninth, and twelfth grades in GPPT and non-GPPT schools and considered the geographic location (north, center, and south of Taiwan) as well as socio-economic area of the schools. A total of 1,741 students participated, answering a questionnaire that focused on student sustainability consciousness (SC) and its components (i.e., knowingness, attitudes, and behaviors in relation to sustainability). Data were analyzed through structural equation modeling. Our findings make an important empirical contribution, indicating that GPPT schools and non-GPPT schools have a similar effect on the SC of students, i.e. schools engaged in the GPPT do not enhance student SC. In addition, the gender gap regarding SC increased consistently with each increasing grade level, yielding higher mean values for the girls than for the boys. Furthermore, an adolescent dip occurred in the student SC, especially with regard to student sustainability behavior. Given these findings, implications for developing GPPT are discussed; this research could provide valuable informationabout the educational transformation process to enhance environmental and sustainability behavior among students in Taiwan.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Adolescent dip, education for sustainable development, gender gap, green schools, sustainability consciousness
National Category
Other Natural Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-70818 (URN)10.1016/j.gloenvcha.2018.11.011 (DOI)
Available from: 2019-01-28 Created: 2019-01-28 Last updated: 2019-07-10Bibliographically approved
Berglund, T., Olsson, D. & Gericke, N. (2019). Questionnaire 12th grade short version.
Open this publication in new window or tab >>Questionnaire 12th grade short version
2019 (English)Other (Other academic)
National Category
Natural Sciences
Identifiers
urn:nbn:se:kau:diva-74848 (URN)
Available from: 2019-10-01 Created: 2019-10-01 Last updated: 2019-10-01Bibliographically approved
Mogren, A. & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11(12), Article ID 3343.
Open this publication in new window or tab >>School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 12, article id 3343Article in journal (Refereed) Published
Abstract [en]

In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.

Keywords
education for sustainable development (ESD); ESD implementation; transformative schools; school leaders; school organization; upper secondary schools
National Category
Natural Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-74931 (URN)10.3390/su11123343 (DOI)
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-10-14
Nyberg, E., Castera, J., Mc Ewen, B., Gericke, N. & Clement, P. (2019). Teachers' and Student Teachers' Attitudes Towards Nature and the Environment: A Comparative Study Between Sweden and France. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Teachers' and Student Teachers' Attitudes Towards Nature and the Environment: A Comparative Study Between Sweden and France
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2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Throughout the world, the educational system is expected to deal with issues regarding sustainability and to promote pro-environmental behaviours and attitudes. This study investigates attitudes towards nature and the environment among 1,109 teachers and student teachers in Sweden and France, using the 2 factor Model of Environmental Values (2-MEV). The results imply that in both Sweden and France, teachers and student teachers hold a prevailingly ecocentric attitude, as opposed to an anthropocentric attitude, which possibly indicates a predominantly positive approach towards the environment and environmental education. Comparisons between the countries show, however, that the Swedish teachers and student teachers hold a more anthropocentric attitude than the teachers and student teachers in the French sample.

Keywords
Environmental attitudes, anthropocentrism, ecocentrism, education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-74571 (URN)10.1080/00313831.2019.1649717 (DOI)000479885800001 ()
Available from: 2019-08-29 Created: 2019-08-29 Last updated: 2019-09-05Bibliographically approved
Brink, H., Kilbrink, N. & Gericke, N. (2019). Teaching modelling using digital tools in secondary technology education: Teachers’ experiences. In: S. Pulé and M. de Vries (Ed.), Proceedings PATT37: Developing a knowledge economy through technology and engineering education. Paper presented at PATT37 (pp. 95-102).
Open this publication in new window or tab >>Teaching modelling using digital tools in secondary technology education: Teachers’ experiences
2019 (English)In: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé and M. de Vries, 2019, p. 95-102Conference paper, Published paper (Refereed)
Abstract [en]

Models can be used for communicating and for sharing information. In technology education in Swedish compulsory school, pupils have long created models using simple materials to test their designs, such as cardboard and wooden sticks. Models have also been used by teachers to assess pupils’ technology knowledge in particular areas (Elmer & Davies, 2000). We live in a world where technology is highly developed, where digital technology plays an important role and where models are created in digital environments (Kress, 2010). Technology as a school subject undergoes the same development, which can be seen in the technology syllabus (Skolverket, 2011). However, there is a lack of research on technology teachers’ experiences of teaching modelling using digital tools. According to previous research, teachers’ experiences of a phenomenon (Marton & Tsui, 2004) along with their pedagogical and technological knowledge (Mishra & Koehler, 2006) affect how they plan their lessons. The aim of this pilot study is therefore to examine secondary school teachers’ experiences of teaching modelling using digital tools, thereby contributing to understanding this area of technology education. The study takes a phenomenographic approach (Marton & Booth, 1997) and is based on semi-structured interviews with teachers. The interviews are analyzed, focusing on how technology teachers experience teaching modelling using digital tools. Their different experiences are divided into categories. So far, four categories have been identified: a) Modelling using digital tools as inspiration, b) Handling the modelling software as the object of learning, c) Handling 3D printing as the object of learning and d) Modelling for teaching technological content. A tentative result is that teachers have different aims and purposes when teaching modelling using digital tools.

Keywords
Model, modelling, digital tools, technology education, secondary school, phenomenography, computer-aided design.
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75185 (URN)
Conference
PATT37
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-09
Gericke, N. & Grace, M. (Eds.). (2018). Challenges in Biology Education Research: A selection of papers presented at the XIth conference ofEuropean Researchers in Didactics of Biology (ERIDOB). Paper presented at XIth conference of European Researchers in Didactics of Biology (ERIDOB). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Challenges in Biology Education Research: A selection of papers presented at the XIth conference ofEuropean Researchers in Didactics of Biology (ERIDOB)
2018 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018. p. 392
National Category
Didactics Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-68418 (URN)978-91-7063-850-3 (ISBN)978-91-7063-945-6 (ISBN)
Conference
XIth conference of European Researchers in Didactics of Biology (ERIDOB)
Available from: 2018-07-04 Created: 2018-07-04 Last updated: 2018-07-04Bibliographically approved
Wahlberg, S. & Gericke, N. (2018). Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?. CBE - Life Sciences Education, 17(3)
Open this publication in new window or tab >>Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?
2018 (English)In: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 17, no 3Article in journal (Refereed) Published
Abstract [en]

This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.

Place, publisher, year, edition, pages
Bethesda, MD: American Society for Cell Biology, 2018
Keywords
Molecular-genetics, students understandings, cognitive-processes, school textbooks, landscape model, teachers talk, education, science, comprehension, biochemistry
National Category
Biochemistry and Molecular Biology Didactics
Research subject
Biology; Education
Identifiers
urn:nbn:se:kau:diva-69475 (URN)10.1187/cbe.17-12-0274 (DOI)000443850200015 ()30183569 (PubMedID)
Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-01-09Bibliographically approved
Mogren, A., Nikel, J., Varga, A., Wals, A., Gericke, N., Könczey, R. & Saly, E. (2018). Conceptual work on ESD from a school improvement perspective. In: : . Paper presented at ECER 2018 Bolzano.
Open this publication in new window or tab >>Conceptual work on ESD from a school improvement perspective
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Chair: Anna Mogren, PhD, Karlstad University Sweden

Discussant: Professor Arjen Wals, Wageningen University, The Netherlands & Gothenburg University,

Sweden

This symposium places Education for Sustainable Development ( ESD) within the field of school improvement

theory and research. In a number of studies, the Whole school approach in ESD is suggested and referred to

as the work of embedding ESD into existing school visions and action plans (Breiting, Mayer & Mogensen

2005 “Quality Criteria for ESD-schools”; Hargreaves 2008; Scott 2013.) The symposium therefore focuses on

how the research field of school improvement – which investigates, how efforts to help schools become

increasingly effective learning environments for the full range of their students have been more or less

successful – might inform and challenge ESD and the ESD the Whole school approach.

If ESD is to be framed and studied from a “within perspective” as an ongoing school improvement process

rather than as an add-on activity to existing organisational arrangements and educational practices, it is

necessary to discuss models of school improvement in terms of their contribution to ESD. It is also important

to identify models of school improvement that can identify drivers and barriers for ESD implementation at

organisational level as well as on teaching and learning level (see Scherp 2013; Reezigt & Creemers 2005

“Comprehensive framework for effective school improvement” ; Rolff 2010 “Trias of school development”;

Rolff 2002 “P.dagogische Qualit.tsmanagement (PQM)”.

In school improvement theory, a school’s organisation is commonly understood as reflexive in relation to

context and supportive to the action of all members of the school community and their cooperation.

Further, research suggests there are basic mechanisms contributing to effective school improvement such as

goal setting for improvement, pressures to improve, cyclical improvement processes and autonomy (see

Scheerens & Demeuse 2005). Further, the school culture ought to be build up on dialogue supported by

school leadership. By this definition of school organisation, school improvement refers to collectively

supporting factors in the organisation, to the end that students’ possibilities for learning in relation to a

complex surrounding world are enhanced.

The recognition of multiple perspectives within the school organisation, e.g. cultural, structural, political and

transformational is central in investing possible models of school improvement. The search for school

improvement models that can discern those perspectives that are closely linked to ESD is crucial. Such

models of school improvement have the potential to constitute the link between the research fields of ESD

and school improvement. They could serve as a tool for further research on how the Whole school approach

is constructed in formal education, which is searched for in the practical work on ESD implementation.

In this symposium examples from ongoing research projects on ESD where models of school improvement

are used, considered or asked for in a German, Swedish and Hungarian context are presented. The

symposium will explore the potential of integrating, adapting and rejecting theoretical perspectives and

empirical evidence from school improvement into the ESD research field through intention papers with the

goal of developing knowledge about

- how selected conceptual work on the Whole school approach in ESD draw on models and

perspectives from school improvement theory,

- how in an empirical case study a school improvement model was used to measure the ESD Whole

school approach,

- how school improvement has informed efforts and plan for upscaling ESD implementation in Eco-

Schools to a larger number of public schools.

Following questions from the audience, Arjen Wals (Wageningen University, The Netherlands & Gothenburg

University, Sweden) will draw together the discussion and to explore implications for research in ESD.

Keywords
School improvement, ESD, Whole school approach, Eco schools
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-74934 (URN)
Conference
ECER 2018 Bolzano
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-10-14Bibliographically approved
Berglund, T. & Gericke, N. (2018). Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability, 10(8), 1-17, Article ID 2738.
Open this publication in new window or tab >>Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development
2018 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 8, p. 1-17, article id 2738Article in journal (Refereed) Published
Abstract [en]

Theeconomicdimensionisoneofthecentralperspectivesinbothsustainabledevelopment and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’viewsoftherelationshipsbetweeneconomicgrowth,economicdevelopmentandsustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

Place, publisher, year, edition, pages
MDPI, 2018
Keywords
economy; environment; economic growth; economic development; sustainable development; holistic; education
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-68837 (URN)10.3390/su10082738 (DOI)000446767700154 ()
Funder
Swedish Research Council, B0589701
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-11-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8735-2102

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