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Mapping what young students understand and value regarding the issue of sustainable development

Year 2013, Volume: 3 Issue: 1, 17 - 35, 14.01.2013

Annika Manni , Karin Sporre Christina Ottander

Abstract


This paper presents the results of a study carried out to investigate how 10-12- year old Swedish students’ understand and value the issue of sustainable development (SD). The responses from open-ended questions in a questionnaire have been analysed through a content analysis based on a phenomenographic approach. The results show that there are considerable variations in the level of understandings and the values related to the three aspects of SD. Understanding within as well as between the aspects are noted, with students having the most difficulty in seeing the relationships between all three aspects, i.e. a holistic understanding. Furthermore, students’ understanding and values are often expressed in an integrated way i.e. expressed in the same sentence. The results as well as the methods used in this study are discussed in relation to systems thinking and ethical issues within education for sustainable development (ESD).

 

 

Keywords

ESD levels of understanding values student perspective ethical reflections

References

  • Agresti, A., & Finlay, B. (2009). Statistical Methods for the Social sciences (Fourth ed.): Pearson International Edition.
  • Aikenhead, G, (2003) Review of research on humanistic perspectives in science curricula. The European Science Education Research Association (ESERA) Conference.
  • Alerby, E. (2000). A Way of Visulaising Children's and young people's Thoughts about the Environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
  • Alexandersson, M. (1994). Den fenomenografiska forskningsansatsens fokus. In S. Svensson (Ed.), Kvalitativ metod och vetenskapsteori: Sudentlitteratur.
  • Almers, E. (2009). Action Competence for Sustainable Development - Three stories about the Path Leading There. Jönköping University.
  • Belle, D. (2006). Contested Interpretations of Economic Inequality Following Hurricane Katrina. Analyses of Social Issues and Public Policy, 6(1), 143-158.
  • Breiting, S., & Mogensen, F. (1999). Action Competence and Environmental Education. Cambridge Journal of Education, 29(3), 349.
  • Bäckstrand, G., Olsson, K., & Tengström, E. (2010). Behovet av en ny förståelse, ansvaret för miljön, klimatet och det globala utrymmet: Blenda förlag.
  • Cohen, L., Manion, L., & Morrison, K. (2010). Research Methods in Education (Sixth ed.): Routhledge.
  • Creswell, J. W. (2005). Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Second edition ed.): Pearsson Education.
  • Dawidowicz, P. (2010). Systems Thinking, Decision Making: What Is Known and What Needs to Be Learned. Paper presented at the 2010 Annual Meeting of the American Educational Research Association.
  • Davies, P., & Lundholm, C. (2008). Students' conceptions of price: some issues in the development of understanding of socio-economic phenomena. Manuscript.
  • Doverborg, E., & Pramling, I. (1992). Att förstå barns tankar, Metodik för barnintervjuer: Almqvist & Wiksell Förlag.
  • Ekborg, M, (2005) Is heating generated from a crematorium an appropriate source for district heating? Student teachers' reasoning about a complex environmental issue. Environmental Education Research, 11(5).
  • Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2012). Teachers' Experience of Working with Socio-scientific Issues: A Large Scale and in Depth Study. Research in Science Education.
  • Engdahl, I., & Rabusicová, M. (2010). Children's Voices about the State of the Earth and sustainable Development: OMEP, World Organisation for Early Childhood Education.
  • Feagin, J. R. (1975). Subordinating the poor, welfare and American beliefs: Prentice-Hall, Inc.
  • Furnham, A. (1987). School Children's perception of economic justice: A cross-cultural Comparison. Journal of Economic Psychology, 8, 457-467.
  • Furnham, A., & Cleare, A. (1988). School children's conceptions of economics: Prices, Wages, Investments and Strikes. Journal of Economic Psychology, 9, 467-479.
  • Grace, M & Ratcliffe, M (2002). The science and values that young people draw upon to make decision about biological conservation issues. International Journal of Science Education 24(11).
  • Hartman, S., & Torstensson-Ed, T. (2007). Barns tankar om livet.: Natur & Kultur.
  • Helldén, G. (1994). Barns tankar om ekologiska processer: Liber utbildning.
  • Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainble development: A system dynamics approach. Futures, 38(1), 74-82.
  • Jensen, B. B., & Schnack, K. (2006). The Action Competence Approach in Environmental Education. Environmental Education Research, 12(3-4), 471-486.
  • Jonsson, G. (2007). Mångsynthet och mångfald. Luleå tekniska universitet, Luleå.
  • Kronlid, D. (2005). Miljöetik i praktiken: Studentlitteratur.
  • Kronlid, D. (2009). Climate Capabilities and Climate Change Education Research. Southern African Journal of Environmental Education, 26(Sigtuna Think Piece 2).
  • Lifmark, D. (2010). Emotioner och värdegrundsarbete - om lärare, fostran och elever i en mångkulturell skola. Umeå University.
  • Littledyke, M. (2008). Sience education for environmental awareness: approaches to integrating cognitive and affective domains. Environmental Education Research, 14(1), 1-17.
  • Lotz-Sisitka, H. (2007). An open dialogue with Think Pieces and Feature. Articles on Learning in a Changing world in This Journal, Editorial. Southern African Journal of Environmental Education, 24, 8-18.
  • Lotz-Sisitka, H. (2009). Why Ontology Matters to Reviewing Environmental Education Research. Environmental Education Research, 15(2), 165-175.
  • Loughland, T., Reid, A., & Petocz. (2002). Young People's Conceptions of Environment: A phenomenographic analysis. Environmental Education Research, 8(2), 187-189.
  • Lundegard, I., & Wickman, P.-O. (2007). Conflicts of Interest: An Indispensable Element of Education for Sustainable Development. Environmental Education Research, 13(1), 1-15.
  • Lundholm, C. (2007). Pricing Nature at What Price? A study of undergraduate students' conceptions of economics. Southern African Journal of Environmental Education, 24, 126- 140.
  • Löfquist, L. (2010). Tillväxtens framtid: Studentlitteratur.
  • Magntorn, O. (2007). Reading Nature- Developing ecological literacy through teaching. Linköping University.
  • Maiteny, P. T. (2002). Mind in the Gap: summary of research exploring 'inner' influences on pro- sustainability learning and behaviour. Environmental Education Research, 8(3), 299-306.
  • Marton, F., & Booth, S. (1997). Learning and Awareness: Erlbaum.
  • McKenzie, M. (2006). Three Portraits of Resistance: the (Un)making of Canadian Students. Canadian Journal of Education, 29(1), 199-222.
  • Millar, R., & Osborne, J. (1998). Beyond 2000. Science education for the future. London: Kings's College London, School of Education.
  • Mogensen, F., & Schnack, K. (2010). The action competence approach and the 'new' discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59-74.
  • Nussbaum, M. C. (2001). Upheavals of Thought: The Intelligence of Emotions. Cambridge: Cambridge University Press.
  • Öhman, J., & Östman, L. (2008). Clarifying the Ethical Tendency in Education for Sustainable Develpoment Practice: A Wittgenstein-Inspired Approach. Canadian Journal of Environmental Education, 13(1), 57-72.
  • Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. A report to the Nuffield foundation.
  • Palmberg, I. E. a. Kuru, J. (2000). Outdoor Activities as a Basis for Environmental Responsibility. The Journal of Environmental Education, 31(4), 32-36.
  • Payne, P. G. (1998). Children's conceptions of nature. Australian Journal of Environmental Education, 14, 19-26.
  • Ratcliffe, M., & Grace, M. M. (2003). Science education for citizenship. Teaching socio-scientific issues. Maidenhead: Open University Press.
  • Rickinson, M. (2001). Learners and Learning in Environmental Education: a critical review of the evidence. Environmental Education Research, 7(3).
  • Rickinson, M., & Lundholm, C. (2008). Exploring students' learning challenges in environmental education. Cambridge Journal of Education, 38(3), 341-353.
  • Rickinson, M., Lundholm, C., & Hopwood, N. (2009). Environmental Learning; Insights from research into the student experience: Springer.
  • Roberts, D. A. (2007). Scientific literacy/ Science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780): Mahwah: LEA.
  • Skolverket (2002). Hållbar utveckling i skolan. Stockholm.
  • Skolverket [The Swedish National Agency for Education] (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre http://www.skolverket.se/ 2.3894/publicerat/ 2.5006?_xurl_=http%3A%2F%2Fwww4.skolverket.se%3A8080%2Fwtpub%2Fws%2Fskolbo k%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2687 [Retrieved 2012-09-12]
  • Sporre, K. (2010). What Name Are We? Global Citizenship Education for Whom? In K. Sporre & J. Mannberg (Eds.), Values, Religions and Education in Changing Societies: Springer.
  • Stenmark, M. (2000). Miljöetik och miljövård: Studentlitteratur.
  • Sternäng, L. (2011) Ethical and normative reasoning on climate change - Conceptions and solutions among students in a Chinese context. Stockholm University
  • Svensson, M. (2011). Att urskilja tekniska system-didaktiska dimensioner i grundskolan. Linköping University.
  • Trost, J. (2007). Enkätboken: Studentlitteratur.
  • Uljens, M. (1989). Fenomenografi- forskning om uppfattningar: Studentlitteratur.
  • United Nations (2002). World Summit on Sustainable Development- Implementation plan. Johannesburg.
  • UNESCO (2005). UN Decade of Education for Sustainable Development Paris.
  • Walker, K & Zeidler, D (2007) Promoting Discourse about Socioscientific Issues through Scaffolded Inquiry. International Journal of Science Education 29(11)
  • Walshe, N. (2008). Understanding students' conceptions of sustainability. Environmental Education Research, 14(5), 537-558.
  • Vetenskapsrådet (2002). Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning Vetenskapsrådet (2011). God forskningssed. Stockholm.
  • Wylie, J., Sheehy, N., McGuinness, C., & Orchard, G. (1998). Childrens Thinking about Air Pollution: a systems theory analysis. Environmental Education Research, 4(2), 117-137.

Year 2013, Volume: 3 Issue: 1, 17 - 35, 14.01.2013

Annika Manni , Karin Sporre Christina Ottander

Abstract

References

  • Agresti, A., & Finlay, B. (2009). Statistical Methods for the Social sciences (Fourth ed.): Pearson International Edition.
  • Aikenhead, G, (2003) Review of research on humanistic perspectives in science curricula. The European Science Education Research Association (ESERA) Conference.
  • Alerby, E. (2000). A Way of Visulaising Children's and young people's Thoughts about the Environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
  • Alexandersson, M. (1994). Den fenomenografiska forskningsansatsens fokus. In S. Svensson (Ed.), Kvalitativ metod och vetenskapsteori: Sudentlitteratur.
  • Almers, E. (2009). Action Competence for Sustainable Development - Three stories about the Path Leading There. Jönköping University.
  • Belle, D. (2006). Contested Interpretations of Economic Inequality Following Hurricane Katrina. Analyses of Social Issues and Public Policy, 6(1), 143-158.
  • Breiting, S., & Mogensen, F. (1999). Action Competence and Environmental Education. Cambridge Journal of Education, 29(3), 349.
  • Bäckstrand, G., Olsson, K., & Tengström, E. (2010). Behovet av en ny förståelse, ansvaret för miljön, klimatet och det globala utrymmet: Blenda förlag.
  • Cohen, L., Manion, L., & Morrison, K. (2010). Research Methods in Education (Sixth ed.): Routhledge.
  • Creswell, J. W. (2005). Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Second edition ed.): Pearsson Education.
  • Dawidowicz, P. (2010). Systems Thinking, Decision Making: What Is Known and What Needs to Be Learned. Paper presented at the 2010 Annual Meeting of the American Educational Research Association.
  • Davies, P., & Lundholm, C. (2008). Students' conceptions of price: some issues in the development of understanding of socio-economic phenomena. Manuscript.
  • Doverborg, E., & Pramling, I. (1992). Att förstå barns tankar, Metodik för barnintervjuer: Almqvist & Wiksell Förlag.
  • Ekborg, M, (2005) Is heating generated from a crematorium an appropriate source for district heating? Student teachers' reasoning about a complex environmental issue. Environmental Education Research, 11(5).
  • Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2012). Teachers' Experience of Working with Socio-scientific Issues: A Large Scale and in Depth Study. Research in Science Education.
  • Engdahl, I., & Rabusicová, M. (2010). Children's Voices about the State of the Earth and sustainable Development: OMEP, World Organisation for Early Childhood Education.
  • Feagin, J. R. (1975). Subordinating the poor, welfare and American beliefs: Prentice-Hall, Inc.
  • Furnham, A. (1987). School Children's perception of economic justice: A cross-cultural Comparison. Journal of Economic Psychology, 8, 457-467.
  • Furnham, A., & Cleare, A. (1988). School children's conceptions of economics: Prices, Wages, Investments and Strikes. Journal of Economic Psychology, 9, 467-479.
  • Grace, M & Ratcliffe, M (2002). The science and values that young people draw upon to make decision about biological conservation issues. International Journal of Science Education 24(11).
  • Hartman, S., & Torstensson-Ed, T. (2007). Barns tankar om livet.: Natur & Kultur.
  • Helldén, G. (1994). Barns tankar om ekologiska processer: Liber utbildning.
  • Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainble development: A system dynamics approach. Futures, 38(1), 74-82.
  • Jensen, B. B., & Schnack, K. (2006). The Action Competence Approach in Environmental Education. Environmental Education Research, 12(3-4), 471-486.
  • Jonsson, G. (2007). Mångsynthet och mångfald. Luleå tekniska universitet, Luleå.
  • Kronlid, D. (2005). Miljöetik i praktiken: Studentlitteratur.
  • Kronlid, D. (2009). Climate Capabilities and Climate Change Education Research. Southern African Journal of Environmental Education, 26(Sigtuna Think Piece 2).
  • Lifmark, D. (2010). Emotioner och värdegrundsarbete - om lärare, fostran och elever i en mångkulturell skola. Umeå University.
  • Littledyke, M. (2008). Sience education for environmental awareness: approaches to integrating cognitive and affective domains. Environmental Education Research, 14(1), 1-17.
  • Lotz-Sisitka, H. (2007). An open dialogue with Think Pieces and Feature. Articles on Learning in a Changing world in This Journal, Editorial. Southern African Journal of Environmental Education, 24, 8-18.
  • Lotz-Sisitka, H. (2009). Why Ontology Matters to Reviewing Environmental Education Research. Environmental Education Research, 15(2), 165-175.
  • Loughland, T., Reid, A., & Petocz. (2002). Young People's Conceptions of Environment: A phenomenographic analysis. Environmental Education Research, 8(2), 187-189.
  • Lundegard, I., & Wickman, P.-O. (2007). Conflicts of Interest: An Indispensable Element of Education for Sustainable Development. Environmental Education Research, 13(1), 1-15.
  • Lundholm, C. (2007). Pricing Nature at What Price? A study of undergraduate students' conceptions of economics. Southern African Journal of Environmental Education, 24, 126- 140.
  • Löfquist, L. (2010). Tillväxtens framtid: Studentlitteratur.
  • Magntorn, O. (2007). Reading Nature- Developing ecological literacy through teaching. Linköping University.
  • Maiteny, P. T. (2002). Mind in the Gap: summary of research exploring 'inner' influences on pro- sustainability learning and behaviour. Environmental Education Research, 8(3), 299-306.
  • Marton, F., & Booth, S. (1997). Learning and Awareness: Erlbaum.
  • McKenzie, M. (2006). Three Portraits of Resistance: the (Un)making of Canadian Students. Canadian Journal of Education, 29(1), 199-222.
  • Millar, R., & Osborne, J. (1998). Beyond 2000. Science education for the future. London: Kings's College London, School of Education.
  • Mogensen, F., & Schnack, K. (2010). The action competence approach and the 'new' discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59-74.
  • Nussbaum, M. C. (2001). Upheavals of Thought: The Intelligence of Emotions. Cambridge: Cambridge University Press.
  • Öhman, J., & Östman, L. (2008). Clarifying the Ethical Tendency in Education for Sustainable Develpoment Practice: A Wittgenstein-Inspired Approach. Canadian Journal of Environmental Education, 13(1), 57-72.
  • Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. A report to the Nuffield foundation.
  • Palmberg, I. E. a. Kuru, J. (2000). Outdoor Activities as a Basis for Environmental Responsibility. The Journal of Environmental Education, 31(4), 32-36.
  • Payne, P. G. (1998). Children's conceptions of nature. Australian Journal of Environmental Education, 14, 19-26.
  • Ratcliffe, M., & Grace, M. M. (2003). Science education for citizenship. Teaching socio-scientific issues. Maidenhead: Open University Press.
  • Rickinson, M. (2001). Learners and Learning in Environmental Education: a critical review of the evidence. Environmental Education Research, 7(3).
  • Rickinson, M., & Lundholm, C. (2008). Exploring students' learning challenges in environmental education. Cambridge Journal of Education, 38(3), 341-353.
  • Rickinson, M., Lundholm, C., & Hopwood, N. (2009). Environmental Learning; Insights from research into the student experience: Springer.
  • Roberts, D. A. (2007). Scientific literacy/ Science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780): Mahwah: LEA.
  • Skolverket (2002). Hållbar utveckling i skolan. Stockholm.
  • Skolverket [The Swedish National Agency for Education] (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre http://www.skolverket.se/ 2.3894/publicerat/ 2.5006?_xurl_=http%3A%2F%2Fwww4.skolverket.se%3A8080%2Fwtpub%2Fws%2Fskolbo k%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2687 [Retrieved 2012-09-12]
  • Sporre, K. (2010). What Name Are We? Global Citizenship Education for Whom? In K. Sporre & J. Mannberg (Eds.), Values, Religions and Education in Changing Societies: Springer.
  • Stenmark, M. (2000). Miljöetik och miljövård: Studentlitteratur.
  • Sternäng, L. (2011) Ethical and normative reasoning on climate change - Conceptions and solutions among students in a Chinese context. Stockholm University
  • Svensson, M. (2011). Att urskilja tekniska system-didaktiska dimensioner i grundskolan. Linköping University.
  • Trost, J. (2007). Enkätboken: Studentlitteratur.
  • Uljens, M. (1989). Fenomenografi- forskning om uppfattningar: Studentlitteratur.
  • United Nations (2002). World Summit on Sustainable Development- Implementation plan. Johannesburg.
  • UNESCO (2005). UN Decade of Education for Sustainable Development Paris.
  • Walker, K & Zeidler, D (2007) Promoting Discourse about Socioscientific Issues through Scaffolded Inquiry. International Journal of Science Education 29(11)
  • Walshe, N. (2008). Understanding students' conceptions of sustainability. Environmental Education Research, 14(5), 537-558.
  • Vetenskapsrådet (2002). Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning Vetenskapsrådet (2011). God forskningssed. Stockholm.
  • Wylie, J., Sheehy, N., McGuinness, C., & Orchard, G. (1998). Childrens Thinking about Air Pollution: a systems theory analysis. Environmental Education Research, 4(2), 117-137.
There are 65 citations in total.

Details

Primary Language English
Journal Section Research Papers
Authors

Annika Manni

Karin Sporre This is me

Christina Ottander This is me

Publication Date January 14, 2013
Published in Issue Year 2013 Volume: 3 Issue: 1

Cite

APA Manni, A., Sporre, K., & Ottander, C. (2013). Mapping what young students understand and value regarding the issue of sustainable development. International Electronic Journal of Environmental Education, 3(1), 17-35.
AMA Manni A, Sporre K, Ottander C. Mapping what young students understand and value regarding the issue of sustainable development. IEJEE-Green. January 2013;3(1):17-35.
Chicago Manni, Annika, Karin Sporre, and Christina Ottander. “Mapping What Young Students Understand and Value Regarding the Issue of Sustainable Development”. International Electronic Journal of Environmental Education 3, no. 1 (January 2013): 17-35.
EndNote Manni A, Sporre K, Ottander C (January 1, 2013) Mapping what young students understand and value regarding the issue of sustainable development. International Electronic Journal of Environmental Education 3 1 17–35.
IEEE A. Manni, K. Sporre, and C. Ottander, “Mapping what young students understand and value regarding the issue of sustainable development”, IEJEE-Green, vol. 3, no. 1, pp. 17–35, 2013.
ISNAD Manni, Annika et al. “Mapping What Young Students Understand and Value Regarding the Issue of Sustainable Development”. International Electronic Journal of Environmental Education 3/1 (January 2013), 17-35.
JAMA Manni A, Sporre K, Ottander C. Mapping what young students understand and value regarding the issue of sustainable development. IEJEE-Green. 2013;3:17–35.
MLA Manni, Annika et al. “Mapping What Young Students Understand and Value Regarding the Issue of Sustainable Development”. International Electronic Journal of Environmental Education, vol. 3, no. 1, 2013, pp. 17-35.
Vancouver Manni A, Sporre K, Ottander C. Mapping what young students understand and value regarding the issue of sustainable development. IEJEE-Green. 2013;3(1):17-35.
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