Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking

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Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking

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Publication Article, peer reviewed scientific
Title Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking
Author Hasslöf, Helen ; Lundegard, Iann ; Malmberg, Claes
Date 2016
English abstract
In an 'age of measurement' where students' qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers' articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of 'qualification as to be critical' is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates 'matter of facts' towards 'matter of concerns'
DOI https://doi.org/10.1080/09500693.2016.1139756 (link to publisher's fulltext.)
Publisher Taylor & Francis
Host/Issue International Journal of Science Education;2
Volume 38
ISSN 0950-0693
Pages 259-275
Language eng (iso)
Subject socio-scientific issues
qualification
Education for sustainable development
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/23054 Permalink to this page
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