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Separated and integrated perspectives on environmental, economic, and social dimensions: an investigation of student views on sustainable development
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.ORCID-id: 0000-0002-5446-7349
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. (SMEER)ORCID-id: 0000-0001-8735-2102
2016 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, nr 8, s. 1115-1138Artikel i tidskrift (Refereegranskat) Published
Resurstyp
Text
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. 

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2016. Vol. 22, nr 8, s. 1115-1138
Nyckelord [en]
sustainable development, education for sustainable development, dimensions of sustainable development, holistic understanding, students’ conceptions, decision-making
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik
Identifikatorer
URN: urn:nbn:se:kau:diva-42364DOI: 10.1080/13504622.2015.1063589ISI: 000387141700003Scopus ID: 2-s2.0-84938631442OAI: oai:DiVA.org:kau-42364DiVA, id: diva2:933744
Tillgänglig från: 2016-06-07 Skapad: 2016-05-23 Senast uppdaterad: 2020-02-24Bibliografiskt granskad
Ingår i avhandling
1. Student views of environmental, social and economic dimensions of sustainable development and their interconnectedness: A search for the holistic perspective in education for sustainable development
Öppna denna publikation i ny flik eller fönster >>Student views of environmental, social and economic dimensions of sustainable development and their interconnectedness: A search for the holistic perspective in education for sustainable development
2020 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[sv]
Elevers föreställningar om miljömässiga, sociala och ekonomiska dimensioner av hållbar utveckling och deras sammanlänkning : En utforskande studie av det holistiska perspektivet i utbildning för hållbar utveckling
Abstract [en]

The work in this thesis centers on upper secondary students’ views of the environmental, social and economic dimensions of sustainable development and their interconnectedness. The focus has been to study the diversity of students’ views in various contexts. The research uses as its starting point the aims of education for sustainable development to facilitate a holistic understanding among students, which implies the consideration of environmental, social and economic perspectives when dealing with issues of sustainability.

A mixed methods and iterative approach was applied in this research. Two data sets were collected: one larger-scale data set from 638 students in grade 12 (aged 18-19) on science and social science programs, and one smaller set involving 18 students of similar age and programs. In the first data collection exercise, the students responded to questionnaires investigating their sustainability consciousness and decision-making within different everyday contexts. The aim of the second data collection exercise was to study, in-depth, patterns of students’ views on the interconnectedness of sustainability dimensions. 

The results reveal a diversity of student views that specifically relate to the economic dimension in sustainable development. The economic dimension is perceived differently in their sustainability consciousness, and when they encounter the economic dimension in various sustainability contexts. Moreover, there are four distinctly different beliefs among students about the interconnectedness of the economy and sustainable development. The four beliefs are identified as the un-differentiating positive, the nuanced ambivalent, the two-way convinced and the critical, differing in their arguments about the interconnectedness of environmental, social and economic dimensions. The findings indicate the potential resource students’ views and different contexts can represent in teaching that aims at perspective-shifting and learning about the complexity and dynamic nature of sustainability issues.

Abstract [en]

Education for sustainable development (ESD) is described as a learner-centered teaching approach in which the perspectives of the learners constitute an important part. In line with the holistic aims of ESD, social and economic perspectives are considered alongside environmental perspectives when dealing with sustainability issues. This thesis is a compilation of four sub-studies, centering on the diversity of views among upper secondary students on sustainable development, its underlying environmental, social and economic dimensions and their interconnectedness. Both quantitative and qualitative methods were used to investigate the diversity in students’ views in different contexts. The results reveal a diversity in views that specifically relates to the economic dimension of sustainable development. Four distinctly different beliefs were identified among the students on how the economy and sustainable development are connected. Moreover, students’ views differed depending on whether they encountered environmental, social and economic dimensions in an integrated way or in isolation. The findings indicate the potential resource students’ views and different contexts can represent in education that aims for learning about the complex and dynamic nature of sustainable development.

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2020. s. 99
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2020:14
Nyckelord
Education for sustainable development, sustainable development, upper secondary, student views, sustainability consciousness, interconnectedness, holism, pluralism
Nationell ämneskategori
Didaktik Biologiska vetenskaper
Forskningsämne
Biologi
Identifikatorer
urn:nbn:se:kau:diva-77040 (URN)978-91-7867-097-0 (ISBN)978-91-7867-107-6 (ISBN)
Disputation
2020-04-03, 21A 342, Eva Eriksson-salen, Universitetsgatan 2, Karlstad, 10:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2020-03-12 Skapad: 2020-02-24 Senast uppdaterad: 2020-03-12Bibliografiskt granskad

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Berglund, TeresaGericke, Niklas

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