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Young people and their integrated understanding of sustainable development
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. (SMEER)ORCID iD: 0000-0001-7976-4860
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. (SMEER)
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. (SMEER)
2013 (English)Conference paper, Poster (Refereed)
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.

Place, publisher, year, edition, pages
2013.
Keyword [en]
Sustainable development; Education for sustainable development; Pupils
National Category
Didactics
Research subject
Biology
Identifiers
URN: urn:nbn:se:kau:diva-30206OAI: oai:DiVA.org:kau-30206DiVA: diva2:667104
Conference
10th ESERA conference in Nicosia, Cyprus 2-7 september.
Available from: 2013-11-25 Created: 2013-11-25 Last updated: 2014-10-14Bibliographically approved

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Olsson, DanielGericke, NiklasChang-Rundgren, Shu-Nu
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