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Publications (10 of 14) Show all publications
Berglund, T. & Gericke, N. (2016). An explorative study of student understandings of the relationships between the environment and the economy. In: : . Paper presented at The 11th ERIDOB (European Researchers In Didactics Of Biology) – conference, 5th – 9th of September 2016, Karlstad, Sweden..
Open this publication in new window or tab >>An explorative study of student understandings of the relationships between the environment and the economy
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65157 (URN)
Conference
The 11th ERIDOB (European Researchers In Didactics Of Biology) – conference, 5th – 9th of September 2016, Karlstad, Sweden.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-01-16Bibliographically approved
Berglund, T. & Gericke, N. (2016). Exploring studentunderstandings of economic perspectives in sustainable development. In: : . Paper presented at The ECER (European Conference on Educational Research)conference held by EERA (European Educational Research Association) in Dublin, Ireland, 22-26 August, 2016.
Open this publication in new window or tab >>Exploring studentunderstandings of economic perspectives in sustainable development
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65161 (URN)
Conference
The ECER (European Conference on Educational Research)conference held by EERA (European Educational Research Association) in Dublin, Ireland, 22-26 August, 2016
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-01-16Bibliographically approved
Berglund, T. & Gericke, N. (2016). Separated and integrated perspectives on environmental, economic, and social dimensions: an investigation of student views on sustainable development. Environmental Education Research, 22(8), 1115-1138
Open this publication in new window or tab >>Separated and integrated perspectives on environmental, economic, and social dimensions: an investigation of student views on sustainable development
2016 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 8, p. 1115-1138Article in journal (Refereed) Published
Abstract [en]

The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed. 

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keyword
sustainable development, education for sustainable development, dimensions of sustainable development, holistic understanding, students’ conceptions, decision-making
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-42364 (URN)10.1080/13504622.2015.1063589 (DOI)000387141700003 ()2-s2.0-84938631442 (Scopus ID)
Available from: 2016-06-07 Created: 2016-05-23 Last updated: 2018-06-04Bibliographically approved
Boeve-de Pauw, J., Gericke, N., Olsson, D. & Berglund, T. (2016). The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice. In: : . Paper presented at The 11th ERIDOB (European Researchers In Didactics Of Biology) conference, 5th – 9th of September 2016, Karlstad, Sweden..
Open this publication in new window or tab >>The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65158 (URN)
Conference
The 11th ERIDOB (European Researchers In Didactics Of Biology) conference, 5th – 9th of September 2016, Karlstad, Sweden.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-01-16Bibliographically approved
Boeve-de Pauw, J., Gericke, N., Olsson, D. & Berglund, T. (2016). The effectiveness ofeducation for sustainable development. In: : . Paper presented at Public Scholarship to Educate Diverse Democracies - the annual AERA (American Educational Research Association) meeting in Washington DC, 8-12 of April 2016.
Open this publication in new window or tab >>The effectiveness ofeducation for sustainable development
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65164 (URN)
Conference
Public Scholarship to Educate Diverse Democracies - the annual AERA (American Educational Research Association) meeting in Washington DC, 8-12 of April 2016
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-01-16Bibliographically approved
Berglund, T. & Gericke, N. (2015). Separated andintegrated approaches to investigate student views on dimensions of sustainable development. In: : . Paper presented at The 11th ESERA (European Science Education Research Association) conference in Helsinki, Finland, 31st August – 4th September 2015.
Open this publication in new window or tab >>Separated andintegrated approaches to investigate student views on dimensions of sustainable development
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65170 (URN)
Conference
The 11th ESERA (European Science Education Research Association) conference in Helsinki, Finland, 31st August – 4th September 2015
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-01-16Bibliographically approved
Boeve-de Pauw, J., Gericke, N., Olsson, D. & Berglund, T. (2015). The Effectiveness of Education for Sustainable Development. Sustainability, 7(11), 15693-15717
Open this publication in new window or tab >>The Effectiveness of Education for Sustainable Development
2015 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 7, no 11, p. 15693-15717Article in journal (Refereed) Published
Abstract [en]

Perhaps the most important issue in our time is how to sustain our planet's resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. However, empirical studies are a missing link in the discourse around ESD, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.

Keyword
Education for Sustainable Development, educational effectiveness, holism, pluralism, sustainability consciousness
National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-40683 (URN)10.3390/su71115693 (DOI)000369088600065 ()
Available from: 2016-02-24 Created: 2016-02-24 Last updated: 2018-06-04Bibliographically approved
Berglund, T. (2014). Student 'sustainability consciousness' and decision making on sustainability dilemmas: Investigating effects of implementing education for sustainable development in Swedish upper secondary schools. (Licentiate dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Student 'sustainability consciousness' and decision making on sustainability dilemmas: Investigating effects of implementing education for sustainable development in Swedish upper secondary schools
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The central role of education for sustainable development (SD) has been emphasized since the 1990s. SD involves the three areas of environment, economy and society, with a focus on the relationships between environmental protection and human development. Education for sustainable development (ESD) takes a holistic view on the environmental, economic and social dimensions of SD and aims to empower students to engage in the democratic development of society in a more sustainable direction. Policy-level and research community discussions have addressed the ways in which ESD has been implemented internationally. This study focuses on upper secondary students, and investigates their views on sustainability and the ways they make decisions related to SD. The study aims to address the interdisciplinary and multidimensional content embraced in the concept of SD and the development of competences often associated with ESD. A survey investigating students’ (n=638) sustainability consciousness (SC) and their decision-making in a number of SD related contexts was conducted in 15 Swedish upper secondary schools. The results show that students attending schools with an ESD profile are characterized by stronger SC than students attending regular schools; however the difference is small and mostly related to the economic dimension of SD. Furthermore, students who prioritize environmental decisions in SD dilemmas show stronger SC than students giving priority to economic reasons. When environmental, economic and social dimensions are introduced separately, social aspects are given the highest priority by the students. In contrast, environmental aspects are up-graded when the dimensions are introduced in an integrated manner. However, different dimensions are prioritized in different contexts. The study provides empirical support for using multiple contexts and including both harmonious and conflict-based perspectives on SD in education. It also contributes knowledge to the discussion about the implementation of ESD in Sweden in terms of outcomes among students.

Abstract [en]

This study addresses the interdisciplinary and multidimensional content embraced in the concept of sustainable development (SD) and the development of competences often associated with education for sustainable development (ESD). A survey was conducted among 638 students from 15 upper secondary schools, investigating their sustainability consciousness (SC) and their decision-making in relation to a number of sustainability dilemmas. The results showed that students attending schools with an ESD profile were characterized by stronger SC than students attending regular schools; however the difference between the groups was small and mostly related to the economic dimension of SD. Students who prioritized environmental decisions in SD dilemmas showed stronger SC than students who prioritized economic reasons. The SD dimensions were given varying importance depending on the context and whether a harmony-based or a conflict-based perspective on environmental, economic and social dimensions was used. The study provides support for using multiple perspectives and including both harmonious- and conflict-based perspectives on SD in education. It also contributes knowledge of the implementation of ESD in Sweden in terms of the student sustainability consciousness in the two groups.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. p. 66
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:59
Series
Linköping Studies in Science and Technology Education, ISSN 1652-5051 ; 78
Keyword
Sustainable development, education for sustainable development, dimensions of sustainable development, upper secondary students, conceptions, sustainability consciousness, decision making
National Category
Didactics Environmental Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-34196 (URN)978-91-7063-599-1 (ISBN)
Presentation
2014-11-28, 9C203, Karlstads universitet, Karlstad, 10:00 (English)
Opponent
Supervisors
Funder
Swedish Research Council, B0589701
Available from: 2014-11-07 Created: 2014-10-09 Last updated: 2018-01-16Bibliographically approved
Gericke, N., Berglund, T., Olsson, D. & Rundgren, S.-N. C. (2014). Sustainability Consciousness as a way to evaluate ESD-implementation in Sweden. In: : . Paper presented at The XV IOSTE (International Organization for Science and Technology Education) Symposium, Kuching, Borneo, Malaysia..
Open this publication in new window or tab >>Sustainability Consciousness as a way to evaluate ESD-implementation in Sweden
2014 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Educational Sciences Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-65131 (URN)
Conference
The XV IOSTE (International Organization for Science and Technology Education) Symposium, Kuching, Borneo, Malaysia.
Available from: 2017-11-08 Created: 2017-11-08 Last updated: 2018-03-13Bibliographically approved
Olsson, D., Gericke, N. & Berglund, T. (2014). Susytanability Consciusness Questtionnaire: Grade 6-version in Swedish.
Open this publication in new window or tab >>Susytanability Consciusness Questtionnaire: Grade 6-version in Swedish
2014 (Swedish)Data set
National Category
Natural Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-67817 (URN)
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-06-19
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5446-7349

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