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Bladh, Gabriel
Publications (10 of 98) Show all publications
Bladh, G. & Tani, S. (2019). Capabilities, Competences and Geographical Knowledge.. In: : . Paper presented at Nordic Geographers Meeting 8, Trondheim University 16-19 June 2019.
Open this publication in new window or tab >>Capabilities, Competences and Geographical Knowledge.
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics Human Geography
Identifiers
urn:nbn:se:kau:diva-75250 (URN)
Conference
Nordic Geographers Meeting 8, Trondheim University 16-19 June 2019
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-11-19Bibliographically approved
Per, S., Gericke, N. & Bladh, G. (2019). Different secondary school subject areas contributions to collaboration in environmental and sustainability teaching. In: : . Paper presented at Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Hamburg, Germany 2-6th of September..
Open this publication in new window or tab >>Different secondary school subject areas contributions to collaboration in environmental and sustainability teaching
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

According to the curricula in many countries, teachers in the subject areas of science, social science and language are expected to collaborate on cross-curricular issues such as sustainable development (SD). In Sweden this is the case in the nine-year compulsory school (Education, 2011). This study is based in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their contributions in their own subject areas to environmental and sustainability education (ESE).

There are previously some barriers identified to the implementation of ESE in a cross-curricular way. In a large quantitative study including about 3300 Swedish upper secondary teachers, comparisons were made regarding teachers inclusion of ESE within different subject areas (Borg, Gericke, Höglund, & Bergman, 2012). In that study it was found that language teachers do not always feel at ease with ESE teaching, and more than 41% of language teachers stated that they did not include SD issues in their teaching, while 34% stated (the highest percentage of the three subject areas) that they lacked the necessary knowledge expertise. In contrast, especially the social science teachers and to somewhat less degree the science teachers included this perspective.

Regardless of the problems shown in previous studies the overall aim of this study is to understand what cross-curricular teaching in teacher teams can achieve in relation ESE. All teachers in compulsory school in Sweden are organized in cross-curricular teams of various subject teachers teaching the same student group, named lärarlag in Swedish and here denoted as teacher teams. Moreover, given that cross-curricular ESE teaching is stated as important in the Swedish curriculum, it is important to find out the potential possibilities for cross-curricular collaborations in ESE teaching. Are teachers already involved in collaborations, are they successful, and if so how? If not, how might they achieve this curricular aim to provide students with a holistic, yet diversified, perspective on ESE including many disciplinary dimensions? Teaching gaps for students may occur that no subject area can cover, while other issues or topics may be taught multiple times leading to poor progression.

The research question is: What are the specific curricular and pedagogical contributions of different subject areas, such as science, social science and language, in cross-curricular settings when teaching environmental and sustainability issues?

The theoretical framework of this study takes its departure from didactic analysis as an integrative model in which the structure of the subject matter is related to teachers and students through the processes of teaching and learning (Klafki, 1995). This study looks for differences and similarities in teachers’ argumentations about the didactical questions of what, how and why their subject area is important and how it contributes to cross-curricular ESE teaching. The main contribution of this study is to fill the gap in ESE research relating to teachers’ views of complex environmental and sustainability issues from different subject area perspectives.

Semi-structured group interviews were used to collect data about teachers’ apprehensions of and reflections on their teaching practices (Kvale & Brinkmann 2009). 10 groups (consisting of 3-10 teachers) of teachers of science (biology, chemistry and physics), social science (civics, history, geography and religion) and language (Swedish, English, German, French and Spanish) were interviewed. In this study the data is treated as a group voice from teachers teaching in a specific subject area. In order to identify a common teaching and curriculum approach in each subject area the teachers’ discussions and responses are analysed in relation to the main didactical questions of what, how and why. Phase 1 – What The aim was to gather data from the individual teachers in each group before the group discussion. This ensured that each teacher’s voice was heard individually. In group situations there is always a risk that some participants will dominate the discussion. Phase 2 – What The aim was to gather data from the teachers’ discussions without interference from the research leader. Phase 3 – How The aim was to gather data about curricular and pedagogical changes that had occurred in the teaching. Summary of the three phases – Why The teachers’ arguments about the long-term purposes of their teaching stem from the session on phases 1, 2 and 3 constitute the data for the why dimension. The common aspects and specific curricular contributions of the different subject areas are studied by analysis teachers’ responses to questions about the curricular and pedagogical qualities of what, how and why. What The analytical question posed to the data in interview phases 1 and 2 is: Which content and abilities relating to ESE are described by the teacher group? How – teaching aspects In interview phase 3, the teachers discuss how they conduct and change their teaching. This data is analysed using analytical questions relating to essential educational aspects of environmental and sustainability education (Sund, 2008; Sund & Wickman, 2011). Why – the object of responsibility In order to identify the teacher groups’ long-term purposes, all the data from interview phases 1, 2 and 3 are analysed using the analytical question (Sund & Wickman, 2008): What does this teacher group, in this specific subject area, really care about together when discussing their ESE teaching?

In order to answer the research question, the teachers’ responses are analysed using the didactical questions what, how and why. The results show that teacher collaborations in different subject areas can be fruitful in that they stress different yet complimentary aspects of ESE teaching. The potential important role of language teachers in ESE teaching is one of the main contributions of this study indicates a need for further research on how to improve language teachers’ confidence to voluntarily join and experience ESE collaborations. Science and social science teachers call for more time to plan and work together, whereas language teachers are often asked to collaborate by the school management (Sund, Gericke, & Bladh, Submitted). Each subject area has a specific ESE focus, and thereby is a possibility to contribute and complement each other through content, methods, dimensions and purposes, as in a true collaborative teaching. Such cross-curricular settings are able to offer students facts, opportunities to develop abilities through knowledge in action and support personal empowerment. In the process of cross-curricular ESE teaching, students’ individual identity-making is important. According to Celce-Murcia (1991), the process of self-realisation and relating to and communicating with other people are two common teaching approaches amongst language teachers. This can be an important part of making ESE knowledge powerful for learners in their everyday use and in contributing towards a more sustainable future. This could be language teachers’ main contribution to a cross-curricular collaborative work on ESE. The overall aim of ESE is to create action competent citizens (Jensen & Schnack, 1997). In subject area collaborations where many cross-curricular and societal transformations of knowledge are involved (Gericke, Hudson, Olin-Scheller, & Stolare, 2018).

National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-75281 (URN)
Conference
Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Hamburg, Germany 2-6th of September.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-11-20Bibliographically approved
Bladh, G., Salmenkivi, E., Tani, S., Gericke, N., Juuti, K. & Per, S. (2019). Environmental and Sustainability Education (ESE): a comparative study between disciplinary and thematic perspectives in the Finnish and Swedish curricula. In: : . Paper presented at NOFA 7 –Conference, Stockholm University. 13-15 May 2019.
Open this publication in new window or tab >>Environmental and Sustainability Education (ESE): a comparative study between disciplinary and thematic perspectives in the Finnish and Swedish curricula
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work Didactics
Identifiers
urn:nbn:se:kau:diva-75251 (URN)
Conference
NOFA 7 –Conference, Stockholm University. 13-15 May 2019
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-11-19Bibliographically approved
Per, S., Gericke, N. & Bladh, G. (2019). Environmental sustainability education - pedagogical and curriculum challenges in elementary & secondary schools. In: : . Paper presented at Roundtable presentation at CIES (Comparative and International Education Society) conference, 14th – 18th April, 2019, San Francisco, USA..
Open this publication in new window or tab >>Environmental sustainability education - pedagogical and curriculum challenges in elementary & secondary schools
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-75285 (URN)
Conference
Roundtable presentation at CIES (Comparative and International Education Society) conference, 14th – 18th April, 2019, San Francisco, USA.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-11-20Bibliographically approved
Bladh, G. (2019). Recontextualizing migration as a geographical teaching and learning theme for upper primary school in Sweden. In: : . Paper presented at IGU-CGE/UCL conference Recontextualising Geography 15-17 April 2019. Institute of Education, UCL, London..
Open this publication in new window or tab >>Recontextualizing migration as a geographical teaching and learning theme for upper primary school in Sweden
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Human Geography
Identifiers
urn:nbn:se:kau:diva-75249 (URN)
Conference
IGU-CGE/UCL conference Recontextualising Geography 15-17 April 2019. Institute of Education, UCL, London.
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-11-19Bibliographically approved
Per, S., Gericke, N. & Bladh, G. (2019). The significance of teaching traditions in environmental and sustainability education at secondary school level. In: : . Paper presented at Oral presentation at the AERA (American Education Research Association) conference, 5th – 9th April, 2019, Toronto, Canada..
Open this publication in new window or tab >>The significance of teaching traditions in environmental and sustainability education at secondary school level
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Other Social Sciences
Identifiers
urn:nbn:se:kau:diva-75286 (URN)
Conference
Oral presentation at the AERA (American Education Research Association) conference, 5th – 9th April, 2019, Toronto, Canada.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-11-20Bibliographically approved
Bladh, G., Stolare, M. & Kristiansson, M. (2018). Curriculum principles, didactic practice and social issues: Thinking through teachers’ knowledge practices in collaborative work. London Review of Education, 16(3), 398-413
Open this publication in new window or tab >>Curriculum principles, didactic practice and social issues: Thinking through teachers’ knowledge practices in collaborative work
2018 (English)In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 398-413Article in journal (Refereed) Published
Place, publisher, year, edition, pages
London: UCL Press, 2018
Keywords
SO undervisning, mellanstadiet, Powerful Knowledge, Dididaktik
National Category
Didactics
Research subject
Samhällskunskap
Identifiers
urn:nbn:se:kau:diva-69572 (URN)10.18546/LRE.16.3.04 (DOI)000450052000004 ()
Projects
Att undervisa kring samhällsfrågor (SKOLFI)
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2019-04-05Bibliographically approved
Gericke, N., Per, S. & Bladh, G. (2018). How to teach sustainability within secondary biology education?: A study on teachers’ ideas on powerful knowledge. In: : . Paper presented at Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Bolzano, Italy, 4-7th of September..
Open this publication in new window or tab >>How to teach sustainability within secondary biology education?: A study on teachers’ ideas on powerful knowledge
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75291 (URN)
Conference
Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Bolzano, Italy, 4-7th of September.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-28Bibliographically approved
Olin-Scheller, C., Tani, S., Bladh, G., Gericke, N., Niemi, P.-J. & Tainio, L. (2018). Powerful Knowledge across curricula, academic disciplines and school subjects. In: : . Paper presented at NERA2018, 8-10 mars 2018, Oslo, Norge.
Open this publication in new window or tab >>Powerful Knowledge across curricula, academic disciplines and school subjects
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75248 (URN)
Conference
NERA2018, 8-10 mars 2018, Oslo, Norge
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-11-21Bibliographically approved
Bladh, G. (2018). Reflektioner från geografdagarna.. Geografiska Notiser (4), 97-97
Open this publication in new window or tab >>Reflektioner från geografdagarna.
2018 (Swedish)In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 97-97Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Geografilärarnas Riksförening, 2018
National Category
Social Sciences Interdisciplinary
Research subject
Geography; Samhällskunskap
Identifiers
urn:nbn:se:kau:diva-75237 (URN)
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-10-17Bibliographically approved
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