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  • 101.
    Mc Ewen, Birgitta
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Clemént, Pierre
    University of Lyon, France.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Nyberg, Eva
    University of Gothenburg.
    Pettersson, Maria
    Dalarna University.
    Teachers' conceptions about nature and environment partially contradict ecofeminism theory2013Inngår i: ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning. Nicosia, Cyprus, Sept 2-7, 2013., Nicosia: University of Cyprus , 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of this study is to compare ecofeminism theory with teachers’ conceptions about nature and environment. One of the claims of ecofeminism is that women have a special connection to nature, and that women are more cautious than men about nature and nature’s resources. This claim was evaluated from teachers’ answers to a questionnaire about nature and environment. This questionnaire has been used in other studies within the Biohead-Citizen project. Forty-six questions about nature and environment were picked out from a total of 173. Answers from most questions were given on a Likert-scale (four options). A total of 1109 female and male teachers and teacher students from Sweden and France participated. The following analyzing instruments were used: Between analyses, Monte-Carlo permutation test and Pearson’s Chi-square test. Analyses from comparisons between women and men showed that few of the answers significantly differed between the sexes, giving only a little support to ecofeminism theory, while most of the answers expressed no gender difference. Greater differences were seen from the comparison between the two countries. Results presented here indicate that, in Sweden and in France, only few female and male teachers’ conceptions about nature and environment differ significantly, showing a partial accordance with the ecofeminist theory, women being a little more in interplay with nature than men. More results from this study do not support that statement. To our knowledge this is the first time this part of ecofeminism theory is evaluated.

     

  • 102.
    Mc Ewen, Birgitta
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Clemént, Pierre
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Nyberg, Eva
    Hagman, Mats
    Landström, Jan
    Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ: Ecofeminism put to the test2015Inngår i: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 16, nr 1, s. 1-25, artikkel-id 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre-and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men's conceptions and attitudes towards nature and the ...

  • 103.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach2015Konferansepaper (Fagfellevurdert)
  • 104.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    ESD, a matter of School Organization2014Konferansepaper (Fagfellevurdert)
  • 105.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools2017Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 7, s. 972-992Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level.

  • 106.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools2017Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 7, s. 993-1014Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level.

  • 107.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Failed Quality in ESD Implementation – School Leaders in Evidence Seeking of School Legitimacy to Become Whole School Organisations2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study seeks to investigate and understand the already established anchoring structures of quality education in schools that actively implement ESD (Laurie, Nonoyama-Tarumi, Mckeown and Hopkins 2016). The anchoring structures on leadership level are criticised for building   cultures of standards and conformity (Bottery Wright and James 2012), rather than progress change and renewal in education, which is considered a way to prevent a negative societal development (Huckle and Wals 2015). Standards and conformity is found to coexist with transformative expressions of progress and change in education.  In recent research the anchoring qualities are criticised as being too structural, predefined and apart from a real school context (Scott in Jucker and Reiner 2015) and referred to as counteracting a fruitful ESD implementation (Peters, Michael and Wals 2016; Lotz-Sisitka, Wals, Kronlid and McGarry 2015).

    The focus of this study is to outline which role the qualities that constitute structures and conformity (in this study called transmissive) play in schools, and what specific quality criteria the empirics underpin as necessary structures that anchor quality at ESD active schools? Qualities in transformative ESD implementation distinguish from qualities in transmissive ESD implementation. The gap between these two ESD implementation strategies can be described by qualities related to improve schools in transmissive ESD implementation to qualities used to develop schools in transformative ESD implementation (Hargreaves 2008).    

    The term ESDquality criteria is a specific term used in studies that directly inquired about the qualities related to ESD settings in education (Breiting, Mayer and Mogensen 2005). The study investigates the school leaders understanding of transmissive quality criteria at ESD active schools and especially those appointed high importance in the school organisation.

    The authors have in earlier studies investigated ESD implementation at school organisation level with the focus of qualities that are process orientated (transformative). It was found that the school organisations most frequently based on transformative qualities in education also displayed the highest degrees of transmissive qualities (Mogren and Gericke a, b). The result of high levels of transmissive qualities in schools with a successful ESD implementation created research interest for their role. The study also intends to indicate transmissive quality criteria that seems to threatens a sound ESD implementation in that they display a vague anchoring function or hinder the transformative ESD implementation. 

    The study will answer the questions:

    1, What characterizes the transmissive weighted quality criteria that ESD active schools use (as anchoring) in governing a school organisation of high quality?

    2, Can the realization of ESD WSA at teacher level indicate which transmissive weighted quality criteria (anchors in quality criteria) that is important for a school organisation to consider?

    The experience of schools with an active ESD implementation is informative and crucial in breaking new ground for ESD of a high quality (Jucker and Reiner2015). Research based on school leadership within such schools is accounted for in the study.  Temporarily ´role model-schools´ are used to stand model and learn from for schools seeking information and proof on the power of a transformative ESD implementation as to redirect education to a higher quality in accordance to the local and global sustainability problems (Hargreaves 2008; Laurie, Robert, et al. 2016).The attention given to the transmissive quality criteria in this study is an attempt to find the anchoring structures  that not previously  has been the central interest for researchers  studying ESD implementation (Schwarzin 2012). Rickinson, Hall and Reid (2016) urge the need to be more curious to which factors that do make implementation programmes to work overtime beyond the fact that they are present as a tool within educational settings.

    In this study two different datasets are used that relates to two levels of the same school organisations. One dataset is collected at the school leader level by interviews with principals. The other dataset is based on a questionnaire study with teachers. ESD schools from a Swedish nationwide sample are identified. This is done by investigating the schools ESD activity in national ESD award systems and national databases on ESD schools. The 10 most active ESD schools are selected and validated by interviewing local school personal and ESD stakeholders. In the first data collection semi structured interviews were conducted with the principals. The main objective for the interviews was to collect data about the way principals choose to organize their schools in relation to their perception of high quality in education. During the interviews concept maps were constructed by the researcher based on the interviewees’ statements. The concept maps hold information of which quality criteria that were highlighted by different schools, and the argumentation for those choices. The trustworthiness of the concept map is confirmed by each principal. Qualitative data in the form of concept maps are translated into quantitative data by using an assessment system in which each quality criteria were given a score depending on the emphasis given by the principal. The scores separate transmissive and transformative statements. The statements formed 26 quality criteria. In this study, we compare the ranking of single quality criteria to their ranking as transmissive weighted. We identify in that way the transmissive quality criteria that is used to anchor ESD. Excerpts by school leaders help us to interpret quantitative data. The datasets on teacher level at selected ESD schools consist of a survey about school development measuring the teacher’s opinion on quality in school development. This survey was developed and used within a larger school development project in Sweden (Scherp 2013). It is an operationalisation of a school organisation model. The model is used to understand high quality in ESD active schools in an earlier study by the Authors. This study assumes the use of the model one step further; as a tool to define ESD Whole School Approach, WSA. We define what is meant by WSA and explain how the model can be used to judge the realisation of WSA at ESD active schools. This allows an identification of transmissive qualities used in schools realising ESD.

    Our research contributes to an empirically based understanding on the impact of the transmissive quality criteria at school organization level in schools with an active ESD implementation. This gives new arguments and input to the design of implementation programmes on ESD that holds the ambition to scale up ESD. Universally the study also contributes to the definition on quality education related to actual policy documents on ESD realisation, Global Action Programme on ESD (UN 2014). The concept of Whole School Approach, WSA is introduced as the benchmark for high quality in education. Finally, the study is designed with an interdisciplinary approach where the ESD research field rapproach the research field of educational organisation and leadership, which contributes to a modest field of research. Our first results indicate that political support is an important transmissive weighted quality criterion that leads to ESD WSA implementation. I Hence, the sharing of ideological ideas within the school or networks to measure one owns practice and organisation against seems to be an important anchoring for ESD implementation. School organisation with a lower realization of ESD WSA search their legitimization of school organisation in evidence by external actors but seems less successful in their strategy. At time for the ECER conference we foresee that we will have even more detailed results to share.

  • 108.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?2016Konferansepaper (Fagfellevurdert)
  • 109.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective2019Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, nr 12, artikkel-id 3343Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.

  • 110.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The role of school organization in ESD implementation2015Konferansepaper (Fagfellevurdert)
  • 111.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Scherp, Hans-Åke
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education for Sustainable Development (ESD), a matter of school organization2014Konferansepaper (Fagfellevurdert)
  • 112.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Scherp, Hans-Åke
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Whole school approaches to education for sustainable development: A model that links to school improvement2018Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 4, s. 508-531Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.

  • 113.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Nikel, Jutta
    Pädagogische Hochschule Freiburg, Germany.
    Varga, Attila
    University of Pécs, Hungary.
    Wals, Arjen
    Wageningen University, Netherlands.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Könczey, Réka
    Hungarian Institute for Educational Research and Development, Hungary.
    Saly, Erika
    Hungarian Institute for Educational Research and Development, Hungary.
    Conceptual work on ESD from a school improvement perspective2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Chair: Anna Mogren, PhD, Karlstad University Sweden

    Discussant: Professor Arjen Wals, Wageningen University, The Netherlands & Gothenburg University,

    Sweden

    This symposium places Education for Sustainable Development ( ESD) within the field of school improvement

    theory and research. In a number of studies, the Whole school approach in ESD is suggested and referred to

    as the work of embedding ESD into existing school visions and action plans (Breiting, Mayer & Mogensen

    2005 “Quality Criteria for ESD-schools”; Hargreaves 2008; Scott 2013.) The symposium therefore focuses on

    how the research field of school improvement – which investigates, how efforts to help schools become

    increasingly effective learning environments for the full range of their students have been more or less

    successful – might inform and challenge ESD and the ESD the Whole school approach.

    If ESD is to be framed and studied from a “within perspective” as an ongoing school improvement process

    rather than as an add-on activity to existing organisational arrangements and educational practices, it is

    necessary to discuss models of school improvement in terms of their contribution to ESD. It is also important

    to identify models of school improvement that can identify drivers and barriers for ESD implementation at

    organisational level as well as on teaching and learning level (see Scherp 2013; Reezigt & Creemers 2005

    “Comprehensive framework for effective school improvement” ; Rolff 2010 “Trias of school development”;

    Rolff 2002 “P.dagogische Qualit.tsmanagement (PQM)”.

    In school improvement theory, a school’s organisation is commonly understood as reflexive in relation to

    context and supportive to the action of all members of the school community and their cooperation.

    Further, research suggests there are basic mechanisms contributing to effective school improvement such as

    goal setting for improvement, pressures to improve, cyclical improvement processes and autonomy (see

    Scheerens & Demeuse 2005). Further, the school culture ought to be build up on dialogue supported by

    school leadership. By this definition of school organisation, school improvement refers to collectively

    supporting factors in the organisation, to the end that students’ possibilities for learning in relation to a

    complex surrounding world are enhanced.

    The recognition of multiple perspectives within the school organisation, e.g. cultural, structural, political and

    transformational is central in investing possible models of school improvement. The search for school

    improvement models that can discern those perspectives that are closely linked to ESD is crucial. Such

    models of school improvement have the potential to constitute the link between the research fields of ESD

    and school improvement. They could serve as a tool for further research on how the Whole school approach

    is constructed in formal education, which is searched for in the practical work on ESD implementation.

    In this symposium examples from ongoing research projects on ESD where models of school improvement

    are used, considered or asked for in a German, Swedish and Hungarian context are presented. The

    symposium will explore the potential of integrating, adapting and rejecting theoretical perspectives and

    empirical evidence from school improvement into the ESD research field through intention papers with the

    goal of developing knowledge about

    - how selected conceptual work on the Whole school approach in ESD draw on models and

    perspectives from school improvement theory,

    - how in an empirical case study a school improvement model was used to measure the ESD Whole

    school approach,

    - how school improvement has informed efforts and plan for upscaling ESD implementation in Eco-

    Schools to a larger number of public schools.

    Following questions from the audience, Arjen Wals (Wageningen University, The Netherlands & Gothenburg

    University, Sweden) will draw together the discussion and to explore implications for research in ESD.

  • 114.
    Nyberg, Eva
    et al.
    University of Gothenburg.
    Castera, Jeremy
    Aix-Marseille Université, France.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Clement, Pierre
    Aix-Marseille Université, France; Honorary University, France.
    Teachers' and Student Teachers' Attitudes Towards Nature and the Environment: A Comparative Study Between Sweden and France2019Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Throughout the world, the educational system is expected to deal with issues regarding sustainability and to promote pro-environmental behaviours and attitudes. This study investigates attitudes towards nature and the environment among 1,109 teachers and student teachers in Sweden and France, using the 2 factor Model of Environmental Values (2-MEV). The results imply that in both Sweden and France, teachers and student teachers hold a prevailingly ecocentric attitude, as opposed to an anthropocentric attitude, which possibly indicates a predominantly positive approach towards the environment and environmental education. Comparisons between the countries show, however, that the Swedish teachers and student teachers hold a more anthropocentric attitude than the teachers and student teachers in the French sample.

  • 115.
    Nyberg, Eva
    et al.
    University of Gothenburg.
    Sanders, Dawn
    University of Gothenburg.
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Pettersson, Maria
    Dalarna University.
    Clemént, Pierre
    University of Lyon, France.
    Swedish teachers' and teacher students' attitudes towards nature and environment2014Konferansepaper (Fagfellevurdert)
  • 116.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik, CSL. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). CSD, ROSE.
    ROSE – On the Issue of Comparative Subject Specific Didactics2016Konferansepaper (Fagfellevurdert)
  • 117.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). CSD, ROSE.
    Ulf, Mellström
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    A digitalized classroom in India Potentials for transformation of curriculum and power hierarchies2017Konferansepaper (Fagfellevurdert)
  • 118.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve-de Pauw, Jelle
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Self-perceived action competence: Validation of an instrument in a whole school ESD development process in Sweden2018Konferansepaper (Fagfellevurdert)
  • 119.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Adolescents and the dip in sustainability consciousness2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Previous research has shown that interest in and concern about environmental issues tends to decline in adolescence, in this paper referred to as a “dip”. However, less is known whether adolescents’ interests and concerns for sustainable development (SD), i.e. a more inclusive concept including economic and social issues, also dip in adolescence. Education for sustainable development (ESD) could be regarded as a teaching approach that in a good way meets the educational needs of adolescents. Therefore before promoting widespread adoption of such an approach it is important to rigorously test the hypothesis whether adolescents’ broader consciousness of SD really dip.  A research group in Sweden has recently developed an instrument for surveying students’ sustainability consciousness (SC), a broad concept integrating affective and cognitive aspects of the three dimensions of SD. Thus, this study aims to investigate students’ SC in the transition to adolescence. This was done by surveying 2413 Swedish students in the 6th, 9th and 12th grade using an age-adapted questionnaire. The results unambiguously show that Swedish students’ SC dips in adolescence, strongly indicating a need to modify the sustainability education of adolescents. Education for Sustainable Development is recommended as an approach to meet that need. However, further research is needed to evaluate the potential utility of ESD as a teaching approach for tackling the adolescent dip in students’ SC.

  • 120.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Cross validation of a new scale covering student self-perceived action competence2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This contribution aims to describe the development, cross validation and operationalization of a new scale developed to measure student self-perceived action competence. The underlying idea of education for sustainable development (ESD) is to empower young people to be sustainability action competent and thus, in the long run, contribute to transform the world into a more sustainable place (Lotz-Sitiska, Wals, Kronlid, & McGarry, 2015; Mogensen & Schnack, 2010, UNESCO, 2014). To be able to tune in and develop ESD processes and implementation strategies it is important to evaluate outcomes of ESD at the student level (Scott, 2013). Therefore, we set out to construct a reliable and valid instrument that covers action competence based on its definition in relation to sustainable development. The self-perceived action competence (SPAC) item battery was developed based on the definition of action competence by Danish researchers (Jensen & Schnack, 1997; Breiting & Mogensen, 1999). We built a higher order SEM model to validate the SPAC through confirmatory factor analysis. In our model, the student SPAC consists of three main parts (latent constructs): (KAP) knowledge of action possibilities, (COI) confidence in one’s own influence, and (WTA) a wish to act. The latent constructs KAP, COI and WTA are covered by four items respectively. 608 students aged 13-19 years old responded on a five-point Likert-scale (strongly disagree to strongly agree) to each of the twelve items. To cross validate the SPAC, the students also gave their answers to the short version (27 items) of the sustainability consciousness questionnaire (SCQs) (Gericke et al., 2018). The two scales were respectively validated with good model-fit. Moreover, the SPAC was translated into Dutch and cross validated with a group of Flemish students (n=403). The Flemish SPAC model was validated with good model fit. At the ECER conference in Hamburg, we will present the full 12-item scale and the full validation of the SPAC, including reliability measures of the scales and correlations between the Swedish and Flemish cohorts as well as the cross validation between the SPAC and SCQs for the Swedish data. We will invite the audience to share their thoughts on the relation between student self-perceived action competence and the action competence concept as an educational ideal. Feedback on strengths and shortcomings of our SPAC questionnaire will also be welcomed.

  • 121.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Eco-Schools in Sweden and the Effects on Students’ Sustainability Consciousness2016Konferansepaper (Fagfellevurdert)
  • 122.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gender and students’ sustainability consciousness2016Konferansepaper (Fagfellevurdert)
  • 123.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Investigating the dip in the adolescents’ sustainability consciousness2015Konferansepaper (Fagfellevurdert)
  • 124.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    The adolescent dip in students' sustainability consciousness: Implications for education for sustainable development2016Inngår i: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, nr 1, s. 35-51Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This was done by surveying 2,413 Swedish students in the sixth, ninth and twelfth grades using an age-adapted questionnaire. The results unambiguously show that Swedish students' sustainability consciousness dips in adolescence, strongly indicating a need to modify the sustainability education for adolescents. Education for sustainable development is recommended as an approach to meet that need.

  • 125.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The Gender Gap in Environmental and Sustainability Education - A cross sectional study of Swedishstudents from grade six, nine and twelve2016Konferansepaper (Fagfellevurdert)
  • 126.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve-de Pauw, Jelle
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Research Unit Edubron, Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Chang, Tzuchau
    Graduate Institute of Environmental Education, National Taiwan Normal University, Taiwan.
    Green Schools in Taiwan: Effects on Student Sustainability Consciousness2019Inngår i: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 54, s. 184-194Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent decades, the Taiwanese government has worked actively to implement the concept of a sustainable Taiwan. As an important step in their strategy, the Ministry of Education has decided to promote the Green School Partnership Project in Taiwan (GPPT). However, academic research and critical reflection on the effects of this environmental and sustainability education initiative are lacking. Therefore, this study focuses on filling this gap by means of a nationwide generalizable effect study. The sampling allowed comparisons between the sixth, ninth, and twelfth grades in GPPT and non-GPPT schools and considered the geographic location (north, center, and south of Taiwan) as well as socio-economic area of the schools. A total of 1,741 students participated, answering a questionnaire that focused on student sustainability consciousness (SC) and its components (i.e., knowingness, attitudes, and behaviors in relation to sustainability). Data were analyzed through structural equation modeling. Our findings make an important empirical contribution, indicating that GPPT schools and non-GPPT schools have a similar effect on the SC of students, i.e. schools engaged in the GPPT do not enhance student SC. In addition, the gender gap regarding SC increased consistently with each increasing grade level, yielding higher mean values for the girls than for the boys. Furthermore, an adolescent dip occurred in the student SC, especially with regard to student sustainability behavior. Given these findings, implications for developing GPPT are discussed; this research could provide valuable informationabout the educational transformation process to enhance environmental and sustainability behavior among students in Taiwan.

  • 127.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve-de Pauw, Jelle
    Research Unit Edubron, Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Chang, Tzuchau
    Graduate Institute of Environmental Education, National Taiwan Normal University, Taiwan.
    Manuscript Green schools in Taiwan: Effects on student sustainability consciousnessManuskript (preprint) (Annet vitenskapelig)
  • 128.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Chang, Tzuchau
    National Taiwan Normal University, Taiwan.
    Effects of green schools in Taiwan on students’ sustainability consciousness2019Konferansepaper (Fagfellevurdert)
  • 129.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    The effect of implementation of education for sustainable development in Swedish compulsory schools: Assesing pupils' sustainability consciousness2016Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, nr 2, s. 176-202Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect of this approach in comparison with that of pupils taught in ordinary schools. Accordingly, we introduce the concept of sustainability consciousness to represent the holistic view of sustainability. Within the concept of sustainability consciousness, we combine and investigate the environmental, economic, and social dimensions of sustainable development in terms of sustainability knowingness, attitudes, and behavior. A Likert-scale questionnaire with 50 items was developed to evaluate pupils’ sustainability consciousness through a nationwide study in Sweden. A total of 1773 pupils from the 6th and 9th grades participated. The results indicated that the ESD profile schools had a small positive effect on the pupils’ sustainability consciousness, while in grade 9 the effect was negative. The implications for further ESD implementation are discussed.

  • 130.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Young people and their integrated understanding of sustainable development2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 131.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas M.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The Effect of Gender on Students’ Sustainability Consciousness: A Nationwide Swedish Study2017Inngår i: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 48, nr 5, s. 357-370Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study extends previous environmental education research on gender differences by investigating the gender gap between boys’ and girls’ sustainability consciousness. The issue of whether the gender gap in environmental education can be identified also in sustainability education is addressed. It has been suggested that Education for Sustainable Development (ESD) is a teaching approach that could play a key role in diminishing the gender gap. However, the possible gender-specific effect of an ESD-oriented teaching approach is empirically untested. A survey instrument was used to detect the hypothesized gender gap in students’ sustainability consciousness on a sample of 2,413 Swedish students aged 12–19. Findings reveal a gender gap in students’ sustainability consciousness. The gender gap increases throughout the age span and is amplified in ESD oriented schools.

  • 132.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Shu-Nu, Chang-Rundgren
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Investigating young peoples’ integrated understanding of sustainable development2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A usual description of sustainable development (SD) often comprehends the interrelationship between the environmental, economic and social dimensions. According to international guidelines, such as UNESCO, a holistic perspective of the concept of SD should be used in education integrating environmental, economic and social dimensions. Within research there is a broad agreement to view cognitive and affective domains as equally important to successfully implement education for sustainable development (ESD). This study aims to investigate young peoples´ integrated understanding of the environmental, economic and social dimensions of SD in terms of knowledge, attitudes and behavior. Two comparisons will be done. Firstly there is a cross level comparison between pupils in 6th and 9th grade and secondly a comparison between two groups of pupils, where one group is taught according to an ESD approach in their schools and the other group is not (e.g. green-flag certified Eco schools or regular schools). The research design is based on a quantitative approach using a questionnaire consisting of items with Likert-type scales. The questionnaire is developed by considering the dimensions of SD and the aspects of knowledge attitudes and behavior. A pilot study was conducted in December 2012 to test the validity of the questionnaire. During spring 2013 the questionnaire will be distributed to pupils at 6th-grade level (n=1000) and 9th-grade level (n=1000). Half of the pupils in the sample are from ESD certificated schools and the other half from regular schools. During the NOFA-conference we hope to present some preliminary results related to the research aims and to discuss the implications these might have to ESD in Sweden.

  • 133.
    Per, Sund
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Stockholms universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Comparisons of contributions from three different secondary school subject areas to environmental and sustainability teaching2019Konferansepaper (Fagfellevurdert)
  • 134.
    Per, Sund
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Stockholms universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Environmental sustainability education - pedagogical and curriculum challenges in elementary & secondary schools2019Konferansepaper (Fagfellevurdert)
  • 135.
    Per, Sund
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Stockholms universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    The Significance of Teaching Traditions in Environmental and Sustainability Education at Secondary School Level2019Konferansepaper (Fagfellevurdert)
  • 136.
    Per, Sund
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Stockholms universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    The Significance of Teaching Traditions in Environmental and Sustainability Education when Forming Multidisciplinary Teacher Teams2018Konferansepaper (Fagfellevurdert)
  • 137.
    Per, Sund
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Stockholms universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    The significance of teaching traditions when forming multidisciplinary teacher teams for ESE and SSI teaching2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The recommendation is often that the teaching of environmental and sustainability education (ESE) or socio-scientific issues (SSI) in science should be interdisciplinary. One way of achieving this is to form multidisciplinary teacher teams. While the subject content may become more interdisciplinary, what about the outcome at student level? Research is sparse and there is a knowledge gap about differences in teachers’ teaching of ESE from different disciplinary traditions. This study investigates Swedish secondary teachers’ responses to a written enquiry that is designed to discern their teaching traditions, what they emphasise in their teaching. The results show that science, social science and language teachers stress some important educational aspects differently. Hence, without an explicit understanding of this among teachers unnecessary could result in unnecessary confusion for students or an educational content emphasizing limited types of different knowledge such as facts, attitudes or abilities.

  • 138.
    Samuelsson, Johan
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The first half of the 20th century saw the breakthrough of the idea of democratic education with an emphasis on accessibility of education for all citizens. Also John Dewey's ideas that the content and form of instruction should be based on democratic principles influenced many school systems. In Sweden, these ideas had an impact not least on the school reform initiated in Sweden during the 1940s, as manifested in the School Commission report (SOU 1948:27)

    Research into this period has primarily focused on two educational levels. The first level deals to a large extent with policy and the character of curricula (Labaree, 2005; Popkewitz, 2006), while the second level concerns teaching in general with a special focus on how reform pedagogy has been implemented, for example, in studies of student influence and interaction (Cuban, 1993). In Sweden only the curricular level has been studied (Englund, 1996) leaving a knowledge gap regarding the reform pedagogics on the enacted curricula. In this study we fill this gap by investigating previously unexplored historical documents of teachers reports on their practice collected by the Swedish school commission from 1930s to the 1940s.  

    In addition, in this study we also focus on how different subject teachers handled the expectations of student-centred teaching in their subjects. Admittedly, we are inspired by the approaches above, but apply a comparative subject-specific perspective on reform pedagogical teaching by using the perspective of didactic transposition (Chevallard, 2007).

    The general approach of this study (and the project) is based on the education research tradition in which the voices and experiences of the members of the profession serve as a basis for generating new knowledge of specific professional issues (Schön, 1983; Lortie, 1992; Ball & Goodson, 1985)

    The overarching aim of this paper is to study how secondary education teachers in mother tongue(MT), history (HI) and biology (BI) conducted their teaching inspired by reform pedagogy. The following questions guide our study:

    What similarities and differences are there between the three subjects regarding

    -          Students' opportunities to study on their own (StudentPart)

    -          Student interaction (StundInter)

    -          Using the surrounding community as a resource (SCPR)

    A comparative perspective allows for more nuanced knowledge of the facets of reform pedagogy. It also adds to the field of history of education as it enables a better understanding of how different subject traditions influence how reforms are interpreted. The results presented here are part of a major project recently launched and are so far tentative. 

     The study particularly highlight the importance of professional practitioners’ own reflections on their work. Such reflections are assumed to generate new concepts and theories. Ball & Goodson, (1985), Goodson & Hargreaves (1996) and Ball et al (2012) are central regarding teachers’ work in general and the changes made in a reform context. They work on the assumption that teachers’ accounts and experiences contribute to understanding key aspects of the profession. This also applies to the historical development and current challenges.

    In 1946, the School Commission started collecting teachers' experiences of teaching. The Swedish schools received a circular requesting teachers to submit their accounts, and this request was also made in teaching magazines. A total of 850 accounts written by teachers were submitted to the commission (SOU 1948:27). The material consists of written accounts by elementary school teachers and grammar school teachers. These reports are now stored in the The Swedish National Archives (RA). The texts are divided into all the school subject blocks. In a pilot study, we went through all the reports that all have a narrative or story character in which the teachers describe how they enact the reform pedagogy in the classrooms. The “stories” can be categorised as related to history (N=83 stories), mother tongue (N=130 stories) and biology (N=38 stories) in grammar schools. Altogether, there are over 251 stories available in these categories in the archive. Note that this number represents about 10 per cent of the entire teaching staff in 1946, i.e. making up a substantial representation of the teachers at that time. The stories mostly includes detailed accounts of the teaching practised and its relation to the pedagogical approach of the reform. Recurring elements are perspectives on the role of the pupil, the organisation of instruction etc. The stories cover between one page to 100 pages and often include lesson plans, and student responses. There are descriptions of their own teaching, often in a historical perspective. In this proposal, we present our first initial comparison of the teaching reported in the stories of history, mother tongue and biology reports. The comparative aspects are developed in a forthcoming in-depth analysis. The basis of a comparison is that the “cases” should be different but at the same time similar enough to be interesting to compare in terms of similarities and variations. Using more than one case (e.g. only history teachers) increases the chances to theorise and generalise. In this case the variable was the context of reform, as all teachers and subjects were under pressure to make changes in preparation of reform implementation. In identifying subject-specific teaching perspectives in relation to democratisation of instruction, the analytical frames from Cuban (1993) to describe reform pedagogy were used. In this particular study we analyse three specific criteria of reform pedagogy as defined by Cuban: student participation, student interaction and surrounding community as pedagogical resource.

    Below, we present some general descriptive results based on the first quantitative analyses of the material, which focused on how teachers in different subjects relate to Cuban’s teaching criteria as mentioned in the method section. We present the results as frequencies as well as their relative distribution in per cent (%) of the three subjects of the three group of school subject reports of history, mother tongue and biology, see Table 1. If an instance of the specific criteria could be identified in a teacher story of their teaching it was included. Tabel 1 Distribution of reform pedagogical activities in the different school subjects. Frequency (per cent) StudPart Studinter SCPR Total HI 27 (33) 28 (34) 29 (35) 84 (34) MT 65 (50) 61 (47) 14 (11) 140 (36) BI 20 (53) 14 (37) 29 (76) 63 (55) T 112 (45) 103 (41) 72 (29) (Source Swedish National Archives) As can be seen in Table 1 the total results including all the three criteria of progressive teaching shows that the Biology teachers in average report far more reform pedagogic activities (55%) than Mother Tongue teachers (36%) and history teachers (34%). All in all, the first analysis shows that progressively oriented teaching occurred in upper secondary schools early in Sweden. It is also clear that there were variations between subjects. The differences should be understood as a result of various subject traditions that are enacted differently, which should be studied further by using qualitative in depth studies of the various didactic transpositions taking place in the different subjects. Further, studies will reveal whether these activities are an expression of a more close connection to the academic discipline, or a true influence of reform pedagogics

  • 139.
    Smith, Mike, U.
    et al.
    Mercer University Scool of Medicine.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Mendel in the Modern classroom2015Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, nr 1-2, s. 151-172Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Mendel is an icon in the history of genetics and part of our common culture and modern biology instruction. The aim of this paper is to summarize the place of Mendel in the modern biology classroom. In the present article we will identify key issues that make Mendel relevant in the classroom today. First, we recount some of the historical controversies that have relevance to modern curricular design, such as Fisher’s (1936/2008) claim that Mendel’s data were too good to be true. We also address questions about Mendel’s status as the father of genetics as well as questions about the sequencing of Mendel’s work in genetics instruction in relation to modern molecular genetics and evolution. Next, we present a systematic set of examples of research-based approaches to the use of Mendel in the modern classroom along with criticisms of these designs and questions about the historical accuracy of the story of Mendel as presented in the typical classroom. Finally, we identify gaps in our understanding in need of further study and present a selected set of resources that, along with the references cited, should be valuable to science educators interested in further study of the story of Mendel.

  • 140.
    Sund, Per
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013). Stockholms universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Different secondary school subject areas contributions to collaboration in environmental and sustainability teaching2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    According to the curricula in many countries, teachers in the subject areas of science, social science and language are expected to collaborate on cross-curricular issues such as sustainable development (SD). In Sweden this is the case in the nine-year compulsory school (Education, 2011). This study is based in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their contributions in their own subject areas to environmental and sustainability education (ESE).

    There are previously some barriers identified to the implementation of ESE in a cross-curricular way. In a large quantitative study including about 3300 Swedish upper secondary teachers, comparisons were made regarding teachers inclusion of ESE within different subject areas (Borg, Gericke, Höglund, & Bergman, 2012). In that study it was found that language teachers do not always feel at ease with ESE teaching, and more than 41% of language teachers stated that they did not include SD issues in their teaching, while 34% stated (the highest percentage of the three subject areas) that they lacked the necessary knowledge expertise. In contrast, especially the social science teachers and to somewhat less degree the science teachers included this perspective.

    Regardless of the problems shown in previous studies the overall aim of this study is to understand what cross-curricular teaching in teacher teams can achieve in relation ESE. All teachers in compulsory school in Sweden are organized in cross-curricular teams of various subject teachers teaching the same student group, named lärarlag in Swedish and here denoted as teacher teams. Moreover, given that cross-curricular ESE teaching is stated as important in the Swedish curriculum, it is important to find out the potential possibilities for cross-curricular collaborations in ESE teaching. Are teachers already involved in collaborations, are they successful, and if so how? If not, how might they achieve this curricular aim to provide students with a holistic, yet diversified, perspective on ESE including many disciplinary dimensions? Teaching gaps for students may occur that no subject area can cover, while other issues or topics may be taught multiple times leading to poor progression.

    The research question is: What are the specific curricular and pedagogical contributions of different subject areas, such as science, social science and language, in cross-curricular settings when teaching environmental and sustainability issues?

    The theoretical framework of this study takes its departure from didactic analysis as an integrative model in which the structure of the subject matter is related to teachers and students through the processes of teaching and learning (Klafki, 1995). This study looks for differences and similarities in teachers’ argumentations about the didactical questions of what, how and why their subject area is important and how it contributes to cross-curricular ESE teaching. The main contribution of this study is to fill the gap in ESE research relating to teachers’ views of complex environmental and sustainability issues from different subject area perspectives.

    Semi-structured group interviews were used to collect data about teachers’ apprehensions of and reflections on their teaching practices (Kvale & Brinkmann 2009). 10 groups (consisting of 3-10 teachers) of teachers of science (biology, chemistry and physics), social science (civics, history, geography and religion) and language (Swedish, English, German, French and Spanish) were interviewed. In this study the data is treated as a group voice from teachers teaching in a specific subject area. In order to identify a common teaching and curriculum approach in each subject area the teachers’ discussions and responses are analysed in relation to the main didactical questions of what, how and why. Phase 1 – What The aim was to gather data from the individual teachers in each group before the group discussion. This ensured that each teacher’s voice was heard individually. In group situations there is always a risk that some participants will dominate the discussion. Phase 2 – What The aim was to gather data from the teachers’ discussions without interference from the research leader. Phase 3 – How The aim was to gather data about curricular and pedagogical changes that had occurred in the teaching. Summary of the three phases – Why The teachers’ arguments about the long-term purposes of their teaching stem from the session on phases 1, 2 and 3 constitute the data for the why dimension. The common aspects and specific curricular contributions of the different subject areas are studied by analysis teachers’ responses to questions about the curricular and pedagogical qualities of what, how and why. What The analytical question posed to the data in interview phases 1 and 2 is: Which content and abilities relating to ESE are described by the teacher group? How – teaching aspects In interview phase 3, the teachers discuss how they conduct and change their teaching. This data is analysed using analytical questions relating to essential educational aspects of environmental and sustainability education (Sund, 2008; Sund & Wickman, 2011). Why – the object of responsibility In order to identify the teacher groups’ long-term purposes, all the data from interview phases 1, 2 and 3 are analysed using the analytical question (Sund & Wickman, 2008): What does this teacher group, in this specific subject area, really care about together when discussing their ESE teaching?

    In order to answer the research question, the teachers’ responses are analysed using the didactical questions what, how and why. The results show that teacher collaborations in different subject areas can be fruitful in that they stress different yet complimentary aspects of ESE teaching. The potential important role of language teachers in ESE teaching is one of the main contributions of this study indicates a need for further research on how to improve language teachers’ confidence to voluntarily join and experience ESE collaborations. Science and social science teachers call for more time to plan and work together, whereas language teachers are often asked to collaborate by the school management (Sund, Gericke, & Bladh, Submitted). Each subject area has a specific ESE focus, and thereby is a possibility to contribute and complement each other through content, methods, dimensions and purposes, as in a true collaborative teaching. Such cross-curricular settings are able to offer students facts, opportunities to develop abilities through knowledge in action and support personal empowerment. In the process of cross-curricular ESE teaching, students’ individual identity-making is important. According to Celce-Murcia (1991), the process of self-realisation and relating to and communicating with other people are two common teaching approaches amongst language teachers. This can be an important part of making ESE knowledge powerful for learners in their everyday use and in contributing towards a more sustainable future. This could be language teachers’ main contribution to a cross-curricular collaborative work on ESE. The overall aim of ESE is to create action competent citizens (Jensen & Schnack, 1997). In subject area collaborations where many cross-curricular and societal transformations of knowledge are involved (Gericke, Hudson, Olin-Scheller, & Stolare, 2018).

  • 141.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Does teachers’ classroom talk in genetics lessons clarify or confuse?: Investigating semantic relations between the words gene, DNA and chromosomeManuskript (preprint) (Annet vitenskapelig)
  • 142.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Genetic determinism in teachers’ talk in secondary science classroom2015Konferansepaper (Fagfellevurdert)
  • 143.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    How secondary teachers verbally relate the words gene, DNA and chromosome when teaching genetics2014Konferansepaper (Fagfellevurdert)
  • 144.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Secondary teachers’talk about proteins during genetic lessons2013Konferansepaper (Fagfellevurdert)
  • 145.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Teachers talk in the classroom: Connecting geneswith traits2012Konferansepaper (Fagfellevurdert)
  • 146.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Teacher-student dialogue in the classroom: does it support students in learning the language of genetics?Manuskript (preprint) (Annet vitenskapelig)
  • 147.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Teaching genetics in secondary classrooms: a linguistic analysis of teachers’ talk about proteins2014Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 44, nr 1, s. 81-108Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates Swedish biology teachers’ inclusion of proteins when teaching genetics in grade nine (students 15-16 years old). For some years there has been a call for the attention of proteins in teaching genetics as a mean of linking the concepts gene and trait. Students are known to have problems with this relation because the concepts belong to different organizational levels. However, we know little about how the topic is taught in the classroom and therefore this case study focus on how four teachers talk about proteins while teaching genetics, and if they use protein as a link between micro and macro level. The four teachers were observed and audio recorded during entire genetics teaching sequences, 45 lessons in total. The teachers’ verbal communication was then analyzed using thematic pattern analysis, which is based in systemic functional linguistics (SFL). The linguistic analysis of teachers’ talk in action revealed great variations in both the extent to which they used proteins in explanations of genetics and the ways they included proteins in the linkage between genes and traits. Two of the teachers used protein as a link between gene and trait, while two did not. Three of the four teachers included instruction about protein synthesis. The common message for all teachers was that proteins are built, but none of the teachers talked about genes as exclusively encoding proteins. Our results show some possible examples of how proteins could be used in teaching genetics at this age level. However, they also suggest that students’ common lack of understanding of proteins as an intermediate link between gene and trait could be explained by shortcomings in the way the subject is taught.

  • 148.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Linguistic challenges in Mendelian genetics: teachers' talk in action2013Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 97, nr 5, s. 695-722Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates Swedish teachers’ use of language when teaching genetics in grade nine (students 15-16 years old). Mendelian genetics comprises a substantial part of the genetics taught in many classrooms, including the central relation between the gene and trait concepts. This relation has been identified as a significant problem in teaching and learning genetics, but few satisfactory explanations of its difficulty have been suggested. Thus, the primary objective of the study is to reveal how teachers explain and relate gene and trait (i.e. gene function) while teaching Mendelian genetics, in order to shed light on this problem. Four teachers were observed and recorded through a whole sequence of genetic teaching. The empirical data consist of records of their communications during 45 lessons. Their verbal communications were analyzed using a linguistic framework called thematic pattern analysis. The linguistic analysis of teachers’ talk in action revealed that nuances in their spoken language conveyed four major categories of meanings regarding the gene-to-trait relationship: genes control traits, are identified by traits, have traits or are traits.  The results also reveal a common use of an old word, anlag (from the German word Anlage), in the teachers’ references to the meaning of both gene and trait. This study thus highlights several linguistic challenges in the teaching of Mendelian genetics that might affect students’ learning. Moreover, the study exemplifies how a linguistics methodology can be used to investigate science teaching, an approach heavily called for, but rarely used in published empirical studies.

  • 149.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Learning epigenetic mechanisms with analogies2019Konferansepaper (Fagfellevurdert)
  • 150.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Learning genetics in school through communication and drama2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This study investigates if and how learning genetics can be promoted with a high degree of communication and the use of drama. Discussions and dialogue is one form of communication, drama could be seen as another. Research has previously shown that drama can be used as a tool to learn genetics. In this case study, a group of sixteen 9th graders in a Swedish lower secondary school were followed through a teaching sequence. The teaching sequence was based on a high degree of communication in the form of dialogues and discussions and on drama in the form of role play and visualization. Semi-structured interviews, audio recorded discussions and vide taped role-plays were used to explore the learning progression. The pupils were found to develop knowledge due to dialogue and discussions in the form of pupil-teacher interactions, but not pupil-pupil interactions. Drama as a tool to visualize biological processes was found to be useful for pupils understanding. Furthermore, the participants learned about genetics in preparation for a role play, but they did not develop new understanding in the moment of playing. Overall, the use of communication and drama in teaching genetics can promote pupils learning.

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