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  • 1.
    Ariza, Marta Romero
    et al.
    University of Jaén, Spain.
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Belgium; Karel de Grote University of Applied Sciences and Arts, Belgium .
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Van Petegem, Peter
    University of Antwerp, Belgium.
    Parra, Gema
    University of Jaén, Spain.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions2021In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 20, p. 1-20, article id 11420Article in journal (Refereed)
    Abstract [en]

    Policy documents across the globe call for citizen engagement to fight climate change emergencies and build more sustainable societies. They also recognize the key role of formal and non-formal education in preparing citizens to address those challenges. However, there is a need to identify appropriate instruments to evaluate the impact of educational interventions on people's knowledge, attitudes, and behaviors, which are essential components of the action competence required to become environmental citizens and agents of change. The aim of this paper is to investigate the potential of the Sustainability Consciousness Questionnaire (SCQ) to evaluate different educational interventions aimed at increasing environmental citizenship. It presents three sub-studies from Spain, Belgium, and Sweden using the SCQ with varying contexts, duration, and target groups yet sharing common pedagogical features in the interventions. Pre-intervention scores indicate a common pattern of high sustainability knowingness, moderate sustainability attitudes, and lower sustainability behaviors in the three dimensions (environmental, social and economic) of sustainability consciousness, and a positive impact on sustainability behavior after the intervention. These findings are especially significant when compared to previous studies. We therefore conclude that the SCQ is useful for detecting the effects of learning interventions of varying designs and contexts that address environmental citizenship. The results are discussed in terms of key pedagogical features of the educational interventions, and the appropriateness and sensitivity of the instrument in detecting changes in the intended direction. It concludes with implications for research and practice and suggestions for future lines of work.

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  • 2.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    An explorative study of student understandings of the relationships between the environment and the economy2016Conference paper (Refereed)
  • 3.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Department of Environmental and Life Sciences, Karlstad University, Karlstad, Sweden.
    Diversity in views as a resource for learning?: Student perspectives on the interconnectedness of sustainable development dimensions2022In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 3, p. 354-381Article in journal (Refereed)
    Abstract [en]

    This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was to identify students representing four different, broadly coherent, views on the interconnections between sustainability dimensions, with a specific focus on the role of the economy in SD. Thereafter, focus group interviews were undertaken with the selected groups of students representing the four different views. The findings indicate a diversity of arguments in discussions of SD and the potential that this plurality brings for perspective shifting. Moreover, the economic dimension appears as central to promoting discussions that aim to examine the overall interconnectedness of sustainability dimensions. A further conclusion is that omitting the economic dimension in ESD risks excluding the core of students’ ideas of how SD may be realized.

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    fulltext
  • 4.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Education for sustainable development: Student views on environmental, social and economic dimensions of sustainable development and their interrelationships2017Conference paper (Refereed)
    Abstract [en]

    Sustainable development (SD) isbased on the idea that environmental problems must be managed in relation to social and economic perspectives. The important role of education for a more sustainable future has been emphasized in transnational policy documents over the years (UNESCO 2006;2015). In education for sustainable development (ESD), an interdisciplinary approach to SD can facilitate students’ understanding of its complexity (Gough 2002; Warburton 2003). This contribution aims to provide insight into young adults’ views of the relationships between dimensions of SD. 638 students in their final year of upper secondary schools across Sweden (age 18-19) responded to a Likert-scale questionnaire. The results indicate that economic perspectives are associated with great complexity and less recognized compared to social and environmental perspectives in SD (Author et al. 2014; 2015). The role of the economy has been discussed longtime, in relation to its impact on the environment and the development of the society (e.g. Daly 1990; Ekins 2000; Neumayer 2003; Hopwood et al. 2005; Costanza et al. 2014). It is argued that sustainability education should embrace critical and reflective perspectives, however few educational studies have focused on the role of the economy in SD. A study from Australia concludes that economic perspectives in sustainability education are largely missing and thus, the status quo is not being challenged (Dyment et al. 2015). To look deeper into students’ understanding of economic perspectives in SD, we performed an explorative cluster analysis (Author et al. submitted), based on student responses to items concerning the relationships between economic growth, economic development and SD. Four viewpoints emerged from the analysis, which we labeled into The un-differentiating positive, The nuanced ambivalent, The bilaterally convinced and The critical ones.

  • 5.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Exploring studentunderstandings of economic perspectives in sustainable development2016Conference paper (Refereed)
  • 6.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development2018In: Sustainability, E-ISSN 2071-1050, Vol. 10, no 8, p. 1-17, article id 2738Article in journal (Refereed)
    Abstract [en]

    Theeconomicdimensionisoneofthecentralperspectivesinbothsustainabledevelopment and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’viewsoftherelationshipsbetweeneconomicgrowth,economicdevelopmentandsustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

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  • 7.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Separated and integrated perspectives on environmental, economic, and social dimensions: an investigation of student views on sustainable development2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 8, p. 1115-1138Article in journal (Refereed)
    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. 

  • 8.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Separated andintegrated approaches to investigate student views on dimensions of sustainable development2015Conference paper (Refereed)
  • 9.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Student Decision-making on Sustainability Dilemmas and its Relationship to Sustainability Consciousness2015Conference paper (Refereed)
  • 10.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Student views on the dimensions of sustainable development: A matter of context, congruence and conflictManuscript (preprint) (Other academic)
  • 11.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, BEL.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Chang, Tzuchau
    National Taiwan Normal University, TWN.
    A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden2019In: Environment, Development and Sustainability, ISSN 1387-585X, E-ISSN 1573-2975, Vol. 22, no 7, p. 6287-6313Article in journal (Refereed)
    Abstract [en]

    Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies that focus on the broad context of sustainable development and ESD. The current study investigates the sustainability consciousness of grade 12 students (age 18–19) in Taiwan (N = 617) and Sweden (N = 583) and discusses the implications for ESD policy and practice. The findings indicate that significant differences exist between the two samples, both with respect to their sustainability consciousness and within the three sub-constructs of knowingness, attitudes and self-reported behaviors. The differences are considered in light of the cultural value orientations of the East Asian and Western European regions. Implications for ESD are discussed from the perspective of cultural specificity.

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    Berglund_et_al_A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
  • 12.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Investigating Swedish upper secondary students’ integrated understanding of sustainable development2013Conference paper (Refereed)
  • 13.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    The implementation of education for sustainable development in Sweden: Investigating the sustainability consciousness among upper secondary students2014In: Research in Science & Technological Education, ISSN 0263-5143, Vol. 32, no 3, p. 318-339Article in journal (Refereed)
    Abstract [en]

    Background: Sustainable development (SD) is a complex idea, based on environmental, economic and social dimensions. In line with SD, education for sustainable development (ESD) is an approach to teaching that combines cognitive and affective domains and aims to build empowerment abilities.

    Purpose: The purpose of this article is to investigate effects of the implementation of ESD in Sweden, in terms of developing students’ sustainability consciousness (SC). Two groups of students were included: one was from schools with a profile of ESD and the other one was from comparable schools without explicit ESD-profile.

    Sample: A total of 638 students from upper secondary schools (grade 12) in science-related or social science-related programs participated in the study.

    Design and methods: A procedure was created for the selection of schools considered to be the most active in using an ESD approach as well as comparable schools with no explicit ESD approach. During spring 2013, the students responded to a questionnaire based on sustainability knowingness, attitudes and behaviors within the environmental, economic and social dimensions of SD that together constitute the concept of SC. Data were analyzed using SPSS software.

    Results: The results indicate that there are significant differences in SC between students from schools that teach with an ESD approach compared to students from regular schools. Furthermore, a significant difference between the two groups of students was found in the underlying economic dimension of SC. No significant differences were found in the environmental and social dimensions of SC.

    Conclusions: Although the results show that ESD-profiled schools have effect on students' SC, the effects are relatively small. Therefore, the effects and nature of the implementation of ESD are discussed.

  • 14.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    ESD-facilitators’ conditions and functions as sustainability change agents2023Conference paper (Refereed)
    Abstract [en]

    Proposal information 

    This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices:        

    • What kinds of sustainability change agent roles can be identified?
    • What contextual factors are experienced as successful and/or hindering?

    Methodology or Methods

    After the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.

    Findings and conclusions 

    The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive manner

    References

    Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

    Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.

    Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.

    Grootenboer, P.,  Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985

    Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.

    Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.

    Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.

    Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).

  • 15.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Sustainability change agents in whole school approaches to education for sustainable development (ESD).2023Conference paper (Refereed)
    Abstract [en]

    This study investigates the experiences of teachers working as ESD-facilitators in a whole school approach project designed to implement education for sustainable development (ESD). The project included ESD-facilitators, teachers, and school leaders. The ESD-facilitators took part in designing joint seminars and workshop activities, and facilitated each school’s internal work. This study aims to contribute with knowledge concerning in what ways ESD-facilitators function as change agents in development processes and how their work can be supported. Different types of sustainability change agents who position themselves differently along the two dimensions of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning) have been identified in previous research (Van Poeck et al., 2017). This study investigates the views and practices of ESD-facilitators in relation to these two dimensions, and focuses on what sustainability change agent functions are enacted, and what contextual factors they experience as successful and/or hindering in their work. Data were collected through semi-structured interviews with seven ESD-facilitators from five schools. Focus areas were their views on: a) the long term goals of the project, b) their role in the internal development work, and c) factors of central importance for their ability to perform their task effectively. The findings indicate that roles and processes become more open-ended in schools where there is room for collaborative and reflexive work. In schools where the culture encourages shared agency, the ESD-facilitators point to their functions in mediating the process in terms of mobilizer, facilitator, initiator, and/or awareness raiser (Ibid.). When there is little room for collaborative work, or the culture impedes it, the ESD-facilitator role and approach become more instrumental and it is harder to integrate ESD and create agency. Those facilitators emphasized their functions in terms of managers, solution providers, experts, exemplars and councellors (Ibid.). 

  • 16.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Questionnaire 12th grade short version2019Other (Other academic)
    Download full text (pdf)
    fulltext
  • 17.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp.
    Investigating the Effectiveness of Whole School approaches to ESD in Four Swedish Schools2017Conference paper (Refereed)
  • 18.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Salmenkivi, Eero
    Helsinki University.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Tani, Sirpa
    Helsinki University.
    Juuti, Kalle
    Helsinki University.
    Sund, Per
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Environmental and Sustainability Education (ESE): a comparative study between disciplinary and thematic perspectives in the Finnish and Swedish curricula2019Conference paper (Refereed)
  • 19.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Belgien.
    De Loof, Haydée
    University of Antwerp, Belgien.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Van Petegem, Peter
    University of Antwerp, Belgien.
    Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments2022In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, p. 1-21Article in journal (Refereed)
    Abstract [en]

    BACKGROUND Informal learning environments (ILEs) like Fablabs and Makerspaces have potential to facilitate development of STEM skills. However, these environments might be difficult for teachers to adopt in their teaching because of teaching approaches grounded in constructionism where the role of the teacher changes from a transmissive instructor to an active co-creator, and using high-tech equipment not normally found in schools.PURPOSE The aim is to investigate teachers’ self-efficacy and perceived role when teaching STEM in Fablabs and Makerspaces. This is investigated related to teaching in ILEs and using high-tech equipment. The study was conducted in two countries/regions, Flanders (Belgium) and Sweden We also compare differences between teachers depending on nationality, gender, and years of teaching experience.SAMPLE A total of 347 secondary school teachers completed an online survey. Quantitative analyses was used for all questions in the survey, except one open-ended question, which was analysed through inductive thematic coding.RESULTS The teachers reported moderate self-efficacy for teaching in ILEs , and low self-efficacy for using high-tech equipment. Some teachers described themselves as having active roles as a coach or as co-learner during visits with their students. Others saw themselves as having a passive role. Many teachers did not know what kind of role to take. The teachers who perceived an active role as a teacher in high-tech ILEsreported higher self-efficacy to teach in these environments than other teachers.CONCLUSIONS This study shows that a constructionist approach to teaching is important if teachers are to develop self-efficacy to teach in high-techILEs. Thus, developing teacher practices in line with constructionism in relation to teaching in high-techILEsis imperative, in teacher education. The results also highlight that staff in Fablabs and Makerspaces are important for handling high-tech equipment. Hence, collaboration between staff in ILEs and teachers is of importance.

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  • 20.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    What timss tells us about education for sustainable development - a comparative study between biology and science teachers in Sweden2018Conference paper (Refereed)
    Abstract [en]

    The implementation of Education for Sustainable Development (ESD) in formal education is an arduous process. A much reported issue is that teachers do not perceive ESD as part of their task. As ESD should be implemented through whole-school approach this is identified as one of the major barriers to successfully bringing ESD into formal education. The current study uses the most recent Swedish TIMSS data Sweden for grade 4 classroom teachers, and for grade 8 biology and science teachers to answer three questions: (1) How well prepared do teachers feel to teach ESD? (2) According to teachers, is ESD supported in/by the whole school? (3) How often do teachers participate in ESD professional development? Using data from over 1000 Swedish respondents, the study shows that elementary and science teachers feel ill prepared for ESD. Biology teachers in grade 8 feel most prepared, but their mean score is also below the value 2 (indicating that they do not even feel ‘somewhat’ prepared). Our study also reveals that students are not very involved in the implementation of ESD. This is problematic since ESD focusses on their participation. While PD rates are low for all teachers in the sample we see that when grade 4 and grade 8 science teachers do participate in such programs they feel better prepared to bring ESD into their classroom. At the same time we have to underscore that across PD topics in TIMSS, ESD is at the lowest level (around 13%, with other topics averaging 25 to 45%). Yet, these results show that PD is key to the successful implementation of ESD.

  • 21.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Univ Antwerp, Fac Social Sci, Res Unit Edubron, Dept Training & Educ Sci, Prinsstr 13, B-2000 Antwerp, Belgium..
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Effectiveness of Education for Sustainable Development2015In: Sustainability, E-ISSN 2071-1050, Vol. 7, no 11, p. 15693-15717Article in journal (Refereed)
    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.

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  • 22.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    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 practice2016Conference paper (Refereed)
  • 23.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The effectiveness ofeducation for sustainable development2016Conference paper (Refereed)
  • 24.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University Utrecht, NLD.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Teachers' ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development2022In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 6, p. 867-885Article in journal (Refereed)
    Abstract [en]

    This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

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  • 25.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University Utrecht, NLD.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Teachers' ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development2022Conference paper (Refereed)
    Abstract [en]

    This longitudinal quantitative study investigated teachers’ development of self-efficacy andteaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to locally discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points using a questionnaire including scales measuring teachers’ self-efficacy for ESD and their self-reported ESD practices. Results show that the teachers’ self-efficacy was boosted early in the program, but it fell back to initial low levels after confrontation with practice. Through further experimentation in their own practices, the teachers’ self-efficacy for ESD increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting actual implementation of ESD practices as the program progressed, and the correlation between teachers’ self-efficacy for ESD and self-reported ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

  • 26.
    Bohlin, Gustaf
    et al.
    Linköpings universitet.
    Göransson, Andreas
    Linköpings universitet.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Tibell, Lena
    Linköpings universitet.
    NTA-Digital – Tema kroppen2016Conference paper (Refereed)
  • 27.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Hållbar utveckling i gymnasieskolans undervisning: Ämnestradition versus läroplan2011In: Forskning om undervisning och lärande, ISSN 2000-9674, no 7, p. 22-30Article in journal (Other academic)
  • 28.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Teachers’ understanding of sustainable development: Discipline bound differences2011Conference paper (Refereed)
  • 29.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    The gap between the curriculum and teachers knowledge of sustainable development2010Conference paper (Refereed)
  • 30.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Höglund, Hans-Olof
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Bergman, Eva
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 4, p. 526-551Article in journal (Refereed)
    Abstract [en]

    This article describe the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions, and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational and esthetical-practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison to more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70 % of the questioned teachers stated that they need such training.

  • 31.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Höglund, Hans-Olof
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Bergman, Eva
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    The barriers encountered by teachers implementing education for sustainable development2012In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 30, no 2, p. 185-207Article in journal (Refereed)
    Abstract [en]

    Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently.

    Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to implement a holistic perspective of ESD; we investigated both the impact of teaching traditions and the barriers that teachers experienced.

    Sample : A stratified sample of 224 Swedish upper secondary schools participated. An online questionnaire was sent and answered by a total of 3229 teachers at these schools. In total, there were 669 science teachers, 373 social science teachers, 483 language teachers, 713 vocational and esthetical–practical teachers, and 739 teachers from other disciplines who participated in the survey.

    Design and methods : The questionnaire consisted of questions requiring Likert-scale responses and multiple-choice questions. The data from the questionnaire were analyzed using Pearson’s Chi-square test and one-way ANOVA. The significance level accepted was p < 0.05.

    Results : Teachers were influenced by their own subject traditions. Science teachers in our study were grounded in the fact-based tradition and lectures were the most common teaching method used. The teaching tradition of the social science teachers seemed to be most in line to an ESD approach. Many language teachers (41%) stated they did not include SD issues in their teaching at all. Among the barriers identified, the most common obstacles were that the teachers lacked inspiring examples of how to include SD in their teaching and that they lacked the necessary expertise about SD.

    Conclusion : This study highlights the need for the management within schools to create opportunities for teachers to work collaboratively when teaching ESD. It is also important to provide further training that is adjusted to the needs of different disciplines.

  • 32.
    Borg, Farhana
    et al.
    Högskolan Dalarna.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Concrete Examples of Education for Sustainability Practices in Preschool in Sweden2019Conference paper (Refereed)
    Abstract [en]

    To integrate education for sustainability (EfS) in pedagogical practices is often described as complex and challenging by teachers at preschool to higher education levels. Teachers’ lack of competence in teaching EfS or inspiring examples from educational practices have been identified as some major reasons for this (Borg, Gericke, Höglund, & Bergman, 2012; Corney, 2006; Hedefalk, Almqvist & Östman, 2015). The intention with EfS is to empower learners ‘to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity’ (UNESCO, 2019). In early childhood education, a main starting point in EfS is building on children’s participation, and viewing them as active agents and stakeholders for the future (Gothenburg Environmental Centre, 2010). Despite an increase in integrating EfS in preschools in Sweden, there are teachers that do not fully acknowledge children as active citizens who are capable of being involved in activities that bring changes in society (Ärlemalm-Hagsér, 2013).

    Preschool teachers play a significant role in developing young children’s verbal and practical knowledge about environmental and sustainability-related issues through engaging them in conversations, discussions, and in practical activities (Borg, 2017). According to Pramling Samuelsson (2011, p. 110) an important factor for developing children’s competence in EfS is ‘the teacher’s competence and understanding of the questions as such related to young children’s everyday life’. However, only a few studies have been conducted to explore how teachers integrated EfS in preschool education (e.g. Svedäng, Halvars, Elfström, & Unga, 2018). Knowledge operationalization of EfS is needed for teachers to identify practical and proven examples of how to integrate EfS in their daily pedagogical practices.  

    Aim and objectives

    The purpose of this study was to highlight preschool teachers’ operationalization of education for sustainability (EfS) in their daily pedagogical practices in Sweden. The objectives were:

    • to explore teachers’ sustainability awareness in preschool education; and
    • to investigate how teachers integrate EfS in their daily pedagogical activities

    In this paper, ‘sustainability awareness’ refers to what teachers describe about what they know and how they view of sustainability in relation to preschool education from their personal perspectives. In Sweden, preschool education refers to early childhood education for children, who are below six years old.

    In Sweden, a new curriculum for preschool education will be effective from July 2019 (Skolverket, 2018), in which a number of changes compared with the previous curriculum have been made, e.g., the concept sustainably is explicitly mentioned for the first time in relation to preschool education and children’s learning. The new curriculum states that each person that works in preschool shall promote respect for individual’s intrinsic value and for sustainability.

    Conceptual framework

    Children are active participants in learning, and the involvement of adults and knowledgeable peers can make a great difference in the learning process (Bruner, 1966). Bruner (1960, 1977) argues that a child of any age is capable of understanding complex information; even very young children are capable of learning any material if the instruction is organized appropriately. Considering the complexity of the concept of sustainability, the study uses an interlocking circles model that depicts how the environmental, the social and the environmental dimensions are closely connected (Elliott, 2013). Any practices and policies developed without taking all dimensions into account are likely to provide only limited understanding of the sustainability concept and is less likely to lead to action (Siraj-Blatchford, Smith, & Samuelsson, 2010). With regard to EfS, the challenges are not only to operationalize these sustainability dimensions for preschool’s pedagogical practices, but there is a great need to concretize EfS with examples that are connected with children’s daily life.

    Method

    This study was part of a larger EfS-school development project, which was developed with practitioners to provide support for teacher professional development (TPD) in a municipality in Sweden. A qualitative approach was utilized to acquire an in-depth understanding of preschool teachers’ sustainability awareness, and their ways of operationalizing the EfS for day-today activities. The study was conducted between April and May 2018. A description of Participants and data collection, and Data analysis is given below. Participants and data collection Individual interview data were collected from 12 certified preschool teachers, who were employed in 8 preschools that participated in the EfS-school development project for a year. The preschool teachers were all women with working experiences with young children ranging from 6 to 33 years. Although 10 preschools participated in the EfS-school development project, two of them could not participate in the study due to other commitments. An interview guide was developed that included questions concerning demographic information, teacher’s definition and views of the concept of sustainability and EfS, their experiences of working with EfS with practical examples, as well as any challenges they might have experienced to integrate EfS in preschool education. Conducted in Swedish, the interviews were audio recorded and fully transcribed by a professional transcriber. Data analysis Content analysis was undertaken to analyse the interview transcriptions to identify main contents of data and the messages (Cohen, Manion, & Morisson, 2011). The transcriptions were read and re-read in order to become thoroughly familiarized with the data and initial codes were noted concurrently. Any similarities, inconsistencies or contradictions in relation to what individual teachers informed, were noted for further exploration. In later stages of the analysis, some of the codes were modified while re-reading the transcriptions to ensure consistencies and coverage of the codes. Similar types of codes were categorized and from these categories major themes emerged. To ensure reliability, the coding started with a small sample of texts, which helps to make amendments of the coding and categorisation. This study followed the codes and guidelines of research ethics in relation to informed consents of the participants, maintenance of confidentiality, and the use of information for the study (Vetenskapsrådet, 2017).

    Expected Outcomes

    Regarding sustainability awareness, most of the teachers reported an Integrated views of sustainability. All participants were capable of describing sustainability using the three interconnected dimensions: the environmental, the social and the economic. In general, all teachers viewed sustainability as an abstract and complex concept, which can be difficult to make apprehensible in preschool’s educational activities. The preliminary findings of how the teachers integrate EfS in their daily pedagogical activities are presented under emerging themes below: Environmental dimensions on focus: Common activities in all preschools were recycling of plastic materials, reusing of milk packets and plastic corks, as well as composting of leftover food. Going out in the nature appeared to be a routine for all preschools. Concrete examples for young children: A few teachers argued that working with young children with EfS, requires efforts to concretize various activities at children’s developmental levels. In general the teachers were lacking concrete ways of working with EfS; especially to integrate the social and economic dimension. Internationalization and global perspectives: A couple of preschools started integrating global perspectives, e.g. one teacher mentioned that they had a collaboration with a preschool in Canada, and, according to her, it is important that children get a wider perspective about other countries, languages and cultures, which she viewed as a part of social sustainability. Some of the teachers connected their educational practices with the preschool curriculum highlighting the 17 sustainable development goals (SDGs) that address the ‘areas of critical importance for humanity and the planet’ (United Nations, 2015, p.1). To summarize the main findings, it seemed that the current TPD had, to greater extent, impact on transforming teachers’ views of sustainability into a holistic concept, and they were also struggling to transform their knowledge into concrete pedagogical activities. Positive and unexpected activities though evolved in relation to globalization.

  • 33.
    Borg, Farhana
    et al.
    Högskolan Dalarna.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools2021In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 7, article id 3838Article in journal (Refereed)
    Abstract [en]

    Although policy documents emphasize the importance of integrating social, economic, andenvironmental dimensions into education for sustainability (EfS), there is a lack of studies investigating how social sustainability can be included in preschool teaching. Therefore, this study aimsto increase knowledge about preschool teachers’ teaching practices relating to social sustainability.This study uses EfS as a conceptual framework that includes a holistic view of sustainability addressing social, economic, and environmental aspects, as well as pluralistic teaching approach from atransformative perspective. To explore the views and teaching practices, individual interviews wereconducted with 12 preschool teachers from eight preschools that took part in a school developmentproject. The project included professional development workshops for teachers on EfS and localimplementation efforts. Thematic content analysis was conducted. The interviews made it apparentthat the teachers initially viewed sustainability from an environmental perspective; however, afterinvolvement in the school development project, they began to integrate the social sustainabilitydimension into their teaching. The teachers associated local sustainability challenges with those facedinternationally. To a certain extent, children’s agency was noted in pluralistic educational activitiesthat supported children’s active participation. The level at which preschool teachers integrated socialsustainability into their teaching varied.

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  • 34.
    Brink, Helen
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Teach to use CAD or through using CAD: An interview study with technology teachers2023In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 33, p. 957-979Article in journal (Refereed)
    Abstract [en]

    Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

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  • 35.
    Brink, Helen
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Teaching digital models: secondary technology teachers’ experiences2022In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, p. 1755-1775Article in journal (Refereed)
    Abstract [en]

    In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

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  • 36.
    Brink, Helen
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Teaching Modelling Using Digital Design Tools: Experiences of Swedish Secondary School Technology Teachers2021In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 28, no 2, p. 432-438Article in journal (Refereed)
    Abstract [en]

    Modelling using digital design tools is a relatively new element in secondary technology education, though modelling using concrete material is common and has been practiced regularly. Many technology teachers now teach modelling using digital design tools, to meet the new criteria in the syllabus concerning problem solving and documentation using digital technology. However, there is a lack of knowledge concerning how technology teachers teach modelling using digital design tools and how they choose content and present it to the pupils. It is known, though, that teachers’ experiences affect how they plan the lessons. Therefore, the aim of this study is to investigate technology teachers’ experiences to gain more understanding in this particular area of technology education. Taking a phenomenographic approach, twelve semi-structured interviews with secondary technology teachers were conducted. The results show that teachers have different experiences teaching modelling using digital design tools, and four categories have emerged: 1) Handling the software and using simple geometries, 2) Using ready-made objects from databases, 3) Manufacturing via 3D-printers, and 4) Design and problem solving. The results indicate that teachers teach modelling using digital design tools with different aims; the intended object of learning differs. The results also indicate that teachers experience that they lack knowledge of teaching modelling using digital design tools and therefore have difficulties teaching in this area, which can affect the pupils’ problem-solving skills. The results, described in this article, can be used as a basis for further discussion.

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  • 37.
    Brink, Helen
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Teaching modelling using digital tools in secondary technology education: Teachers’ experiences2019In: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé and M. de Vries, 2019, p. 95-102Conference paper (Refereed)
    Abstract [en]

    Models can be used for communicating and for sharing information. In technology education in Swedish compulsory school, pupils have long created models using simple materials to test their designs, such as cardboard and wooden sticks. Models have also been used by teachers to assess pupils’ technology knowledge in particular areas (Elmer & Davies, 2000). We live in a world where technology is highly developed, where digital technology plays an important role and where models are created in digital environments (Kress, 2010). Technology as a school subject undergoes the same development, which can be seen in the technology syllabus (Skolverket, 2011). However, there is a lack of research on technology teachers’ experiences of teaching modelling using digital tools. According to previous research, teachers’ experiences of a phenomenon (Marton & Tsui, 2004) along with their pedagogical and technological knowledge (Mishra & Koehler, 2006) affect how they plan their lessons. The aim of this pilot study is therefore to examine secondary school teachers’ experiences of teaching modelling using digital tools, thereby contributing to understanding this area of technology education. The study takes a phenomenographic approach (Marton & Booth, 1997) and is based on semi-structured interviews with teachers. The interviews are analyzed, focusing on how technology teachers experience teaching modelling using digital tools. Their different experiences are divided into categories. So far, four categories have been identified: a) Modelling using digital tools as inspiration, b) Handling the modelling software as the object of learning, c) Handling 3D printing as the object of learning and d) Modelling for teaching technological content. A tentative result is that teachers have different aims and purposes when teaching modelling using digital tools.

  • 38.
    Carver, Rebecca Bruu
    et al.
    Norwegian Inst Publ Hlth, Dept Commun, Oslo, Norway..
    Castera, Jeremy
    Aix Marseille Univ, ENS Lyon, ADEF EA4671, Aix Marseille, France..
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Menezes Evangelista, Neima Alice
    Univ Fed Bahia, Inst Biol, Hist Philosophy & Biol Teaching Lab, Salvador, BA, Brazil..
    El-Hani, Charbel N.
    Univ Fed Bahia, Inst Biol, Hist Philosophy & Biol Teaching Lab, Salvador, BA, Brazil..
    Young Adults' Belief in Genetic Determinism, and Knowledge and Attitudes towards Modern Genetics and Genomics: The PUGGS Questionnaire2017In: PLOS ONE, E-ISSN 1932-6203, Vol. 12, no 1, article id e0169808Article in journal (Refereed)
    Abstract [en]

    In this paper we present the development and validation a comprehensive questionnaire to assess college students' knowledge about modern genetics and genomics, their belief in genetic determinism, and their attitudes towards applications of modern genetics and genomic-based technologies. Written in everyday language with minimal jargon, the Public Understanding and Attitudes towards Genetics and Genomics (PUGGS) questionnaire is intended for use in research on science education and public understanding of science, as a means to investigate relationships between knowledge, determinism and attitudes about modern genetics, which are to date little understood. We developed a set of core ideas and initial items from reviewing the scientific literature on genetics and previous studies on public and student knowledge and attitudes about genetics. Seventeen international experts from different fields (e.g., genetics, education, philosophy of science) reviewed the initial items and their feedback was used to revise the questionnaire. We validated the questionnaire in two pilot tests with samples of university freshmen students. The final questionnaire contains 45 items, including both multiple choice and Likert scale response formats. Cronbach alpha showed good reliability for each section of the questionnaire. In conclusion, the PUGGS questionnaire is a reliable tool for investigating public understanding and attitudes towards modern genetics and genomic-based technologies.

  • 39.
    Casanoves, Marina
    et al.
    Universitat Rovira i Virgili, ESP.
    Solé-Llussà, Anna
    Universitat de Lleida, ESP.
    Haro, Juan
    Universitat Rovira i Virgili, ESP.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Valls, Cristina
    Universitat Rovira i Virgili, ESP.
    Assessment of the ability of game-based science learning to enhance genetic understanding2023In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 41, no 4, p. 1496-1518Article in journal (Refereed)
    Abstract [en]

    Background Game-based science learning (GBSL) provide an alternative route for learning genetics, but its effects on students' conceptual learning is contested. In this paper we assess the utility, in primary teacher education, of Recal: a game designed to promote participants' learning of key genetic concepts through acting as detectives investigating a case. Purpose The purpose of the study was to analyse and compare teacher students' learning of genetics through the game, and both their attitudes towards and experiences of it. Tests were conducted in Spanish and Swedish contexts to assess its potential utility in contrasting cultural and educational contexts to obtain indications of the potential breadth of its application. Samples Participants included 120 pre-service teacher students from a university in north-eastern Spain and 51 from a university in western Sweden. Design and methods The research involved an intervention, in which students played the game, and assessment of its efficacy by questionnaires designed to investigate students' knowledge of genetics before and after the game, their expectations and experience of it, and their satisfaction with it. The results were analysed statistically. Results The game appeared to enhance both Spanish and Swedish participants' knowledge of genetics, and they reportedly found it both educationally beneficial and engaging. It was also assessed in terms of the following characteristics of GBSL, based on experiential data: contextualisation, authenticity, collaboration, problem-solving, guided paths and competition. Conclusion The results clearly indicate that the game has utility in different countries and educational contexts. The article discusses how the six characteristics of GBSL facilitate or hinder learning, and implications (for educational professionals and researchers) of the findings.

  • 40.
    Chang-Rundgren, Shu-Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Research in Science Education: A Comparison between Sweden and Taiwan2011Conference paper (Refereed)
  • 41.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Teaching sustainability using a spatial planning game – Risk Ville2018Conference paper (Other academic)
    Abstract [en]

    Climate change is one of the greatest contemporary challenges facing humanity and consequently weneed to equip science teacher students with knowledge and understanding of the causes andconsequences of a changing climate. Societies resilience depends on its citizens’ capability to respondto risks. It is through education that learners can be subject to the responsibility of reacting to challengingsocial issues in connection to risks, e.g. associated with a changing climate, which is linked to responsible citizenship. Hence, education is a key component in the important work of transfer of risk knowledge andrisk reduction.At the Center for Climate and Safety at Karlstad University, Sweden, we use a game, Risk Ville, forlearning about issues related to building societies resilient to risks related to climate change. We use thisgame in teacher education to illustrate the complexity and promote discussions on how to handle theconsequences of a changing climate. In an ongoing research project, we investigate the potential forlearning about risks and sustainable community planning in relation to climate related hazards (e.g.flooding) when teacher students are playing Risk Ville by analyzing the students discourse. Preliminaryfindings show that the teacher students are using a wide range of different resources of knowledge butalso that values paly a large role their decision making when playing the game.

  • 42.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Rundgren, Shu-Nu Chang
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    A cross-disciplinary approach to teaching socioscientific issues: A study of the co-operation between language and science teachers teaching about global warming2014Conference paper (Refereed)
    Abstract [en]

    To combine the teaching of scientific concepts with the challenging problems of socioscientific issues (SSI) has been shown to be effective on engaging students in discussions and in developing students’ skills in decision-making and critical thinking. Research has revealed that teaching SSI in science education is a challenging task for science teachers alone suggesting a co-operation with teachers of the humanities, proposing that these teachers might be better at managing debates and other pedagogical methods related to a SSI driven instruction. However, to our knowledge no one has yet investigated the outcomes of a co-operation between language teachers, who regularly in their courses teach topics like argumentation, debate and how to write an argumentative text, and science teachers. Hence, the aim of our study is to investigate how the co-operation of teachers from different disciplines (language and science teachers) can contribute to upper secondary school students’ argumentation skills about global warming. A total of ten teachers from the subjects of Swedish (mother tongue), English, biology, physics and chemistry will participate in this study together with two classes of science major students in their first year of upper secondary school, which they teach. Data will be collected from both the teachers by interviews at the end of the teaching sequence and from students making a pre- and post-test of written argumentation about global warming, as well as interviews. Since this study is an ongoing project, we are still collecting data. We foresee that we will find that the teachers as well as the students can provide us with insights on how they perceive a cross-disciplinary teaching with focus on SSI, and also that we will be able to follow some progression in students argumentation through the pre- and post-test. Our findings on the learning outcome and how teachers and students perceive a cross-disciplinary teachers’ cooperation on SSI will be presented at the ERIDOB-conference. We believe that the results from our study will provide valuable insights on how to develop future SSI-teaching by using a cross-disciplinary approach and how the involvement of language teachers may be of help to the science teachers in doing this.

  • 43.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Rundgren, Shu-Nu Chang
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
    Science and language teachers' assessment of upper secondary students' socioscientific argumentation2017In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 8, p. 1403-1422Article in journal (Refereed)
    Abstract [en]

    Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.

  • 44.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Rundgren, Shu-Nu Chang
    Stockholm University, Sweden.
    Science and Swedish language teachers’ assessment of upper secondary students’ socioscientific argumentation2015Conference paper (Refereed)
    Abstract [en]

    The Swedish curricula, as well as researchers and policy makers worldwide, have recognized the importance of promoting and including sociscientific argumentation in science education to promote scientific literacy. However, to teach socioscientific argumentation in not an easy task for science teachers and among the difficulties is the assessment practice. In this small-scale qualitative study, we have, investigated and compared how science and Swedish language teachers, participating in a SSI-driven project, assess students’ written argumentation about Global warming. The Swedish language teachers have a long tradition of teaching and assessing argumentation and therefore it is of interest to identify possible gaps between these two groups. The results indicate that the science teachers focus on students’ ability to reproduce content knowledge within their respective subject that they have been teaching. The Swedish language teachers include students’ abilities to select and use content knowledge from trustable reference resources, in addition to the structure of the argumentation and the form of the language used. In fact, the Swedish language teachers’ assessment correlates more to previous research about quality in socioscientific argumentation and we suggest that a closer co-operation between these two groups can be beneficial to enhance the quality of assessing students’ socioscientific argumentation.

  • 45.
    de la Hoz, Marina Casanoves
    et al.
    Universitat Rovira i Virgili, ESP.
    Sole-Llussa, Anna
    Universitat de Lleida, ESP.
    Haro, Juan
    Universitat Rovira i Virgili, ESP.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Valls, Cristina
    Universitat Rovira i Virgili, ESP.
    Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology: Are They Prepared to Teach Biotechnological Literacy?2022In: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 31, p. 203-216Article in journal (Refereed)
    Abstract [en]

    The speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.

  • 46.
    De Loof, Haydee
    et al.
    University of Antwerp, Belgien.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Belgien.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    High tech learning environments – Are teachers ready for the future?2019Conference paper (Refereed)
  • 47.
    El-Hani, Charbel
    et al.
    Federal University of Bahia, Brazil.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Carver, Rebecca
    Norwegian Institute of Public Health.
    Castéra, Jérémy
    Aix-Marseille Université.
    Genes in textbooks and media: Framing the discourse about genetics in society2014Conference paper (Refereed)
  • 48.
    Forssten Seiser, Anette
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Developing School Leading Guidelines: Facilitating a Whole School Approach to Education for Sustainable Development2023In: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools, 2023Conference paper (Refereed)
    Abstract [en]

    In this multidisciplinary study we have explored the function of school leading in the implementation process of education for sustainable development (ESD), employing a whole school approach (WSA). School leading and school improvement are both established research fields within leading and development; therefore, it was wise to use the knowledge that is available within these two fields on how to lead and implement improvements in school organizations. A multidisciplinary approach contributes through knowledge regarding the implementation of socially and educationally sustainable qualities. A WSA involves all parts of the school organization contributes to a comprehensive perspective by emphasizing connections between school leading, local school organizations, and ESD implementation. Finally, a practice-informed approach provides valuable insights by investigating principals’ leading and its preconditions in terms of the practice architectures enabling or constraining the realization of a WSA to ESD. Practice architectures exist in a dialectical relationship with the practices that they prefigure, in that they both constitute and are constituted by practice. Undertaking this work required an examination of what happened when ESD was implemented in local school over a period of time. In order to do this, we returned to the five schools in a municipality that had initiated an ESD project in 2016, interviewing principals in 2018 and then again in 2020. The interviews explored whether (or not) the local preconditions had developed into practice architectures that facilitated a WSA to ESD. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. 

  • 49.
    Forssten Seiser, Anette
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Developing school leading guidelines facilitating a whole school approach to education for sustainable development2023In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 29, no 5, p. 783-805Article in journal (Refereed)
    Abstract [en]

    This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal.Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.

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  • 50.
    Garrecht, Carola
    et al.
    Leibniz Institute for Science and Mathematics Education, Germany.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Christenson, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Harms, Ute
    IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Germany.
    “Don’t we all have a responsibility to act?”: Action competence as driver for young people’s climate action2022Conference paper (Refereed)
    Abstract [en]

    Enabling students to engage with socioscientific issues has been described as a central aim of modern science education. This includes equipping students with the knowledge and skillsnecessary to take responsible action in the light of pressing issues such as climate change.Consistent with this aim, action competence defines the (1) knowledge, (2) willingness, and (3) efficacy that theoretically characterise those students who are able to take conscious action on climate-related issues. To date, however, there has been a lack of research on the extent to which action competence influences young people’s climate action, and there is only scattered evidence on the role that biology education can play in this regard. To address this gap, the present study examines which aspects of action competence young people consider most relevant when reporting on their climate action. Twenty-eight semi-structured interviews were conducted in Sweden and Germany (N = 14 interviews per country) with young adults who are actively engaged in climate movements such as Fridays-for-Future. The interview data is analysed using the method of qualitative content analysis. Preliminary results suggest that the aspect of efficacy is particularly strong among participants while knowledge about climate change is rather seen as a threshold for action. For biology education, these results argue for a stronger link between climate-related content knowledge and its application to evaluate the effectiveness of climate-related actions.

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