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Young people and their integrated understanding of sustainable development
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. (SMEER)ORCID-id: 0000-0001-7976-4860
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. (SMEER)ORCID-id: 0000-0001-8735-2102
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. (SMEER)ORCID-id: 0000-0002-9521-1737
2013 (Engelska)Konferensbidrag, Poster (med eller utan abstract) (Refereegranskat)
Abstract [en]

This study aims to investigate young peoples’ knowledge, attitudes and behaviors as well as their integrated understanding of sustainable development (SD). Comparisons will be made between two groups of Swedish primary (6th graders) and secondary (9th graders) pupils. A common description of SD often includes the interrelationship between the environmental, economic and social dimensions. Education for Sustainable Development (ESD) is described as a framework in teaching that will incorporate all three of these dimensions. To integrate the different dimensions in everyday-life and decision making for a sustainable future requires new ways of thinking, valuing and acting. Hence, the integrated understanding of SD in terms of knowledge, also have to be reflected in pupils’ attitudes and behavior, which is investigated in this study. The research design is based on a quantitative approach using a survey instrument consisting of items with Likert-type scales. The survey instrument is developed by considering the dimensions of SD as they are described by UNESCO. During spring 2013, data will be gathered from pupils in the 6th-grade level (n=1000) and 9th-grade level (n=1000). Half of the pupils in each grade are from schools having supporting structures that help them in the ESD approach and the other half are from regular schools without an explicit ESD approach. At the time of ESERA conference the data analyzes will be completed and preliminary results can be presented. For analysis one way ANOVA and T-test will be used.  We will highlight whether there are differences between primary and secondary pupils’ knowledge, attitudes and behavior in the dimensions of SD or not, and secondly whether there are differences between primary and secondary school pupils’ recognition of the three dimensions as part of SD. Implications for the implementation of ESD will be discussed.

Ort, förlag, år, upplaga, sidor
2013.
Nyckelord [en]
Sustainable development; Education for sustainable development; Pupils
Nationell ämneskategori
Didaktik
Forskningsämne
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-30206OAI: oai:DiVA.org:kau-30206DiVA, id: diva2:667104
Konferens
10th ESERA conference in Nicosia, Cyprus 2-7 september.
Tillgänglig från: 2013-11-25 Skapad: 2013-11-25 Senast uppdaterad: 2018-06-04Bibliografiskt granskad

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Olsson, DanielGericke, NiklasChang-Rundgren, Shu-Nu

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Olsson, DanielGericke, NiklasChang-Rundgren, Shu-Nu
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Institutionen för miljö- och livsvetenskaperInstitutionen för ingenjörs- och kemivetenskaper
Didaktik

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