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  • 1. Almqvist, Kristian
    et al.
    Ideland, Malin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Johansson, Åsa
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Petri, Lisa
    Hjältar i en annan värld - om ett äventyrligt pedagogiskt arbetssätt2011Rapport (Annet vitenskapelig)
    Abstract [sv]

    Denna rapport från en forskningscirkel med deltagare från kulturhuset Drömmarnas Hus och Malmö högskola handlar om en sammansmältning av kulturpedagogik, äventyrspedagogik och undervisning för hållbar utveckling. Den beskriver arbetet med hur elever fick uppleva äventyret "Naturkrafternas dal", vilket syftade till att eleverna skulle uppleva känsla av sammanhang, handlingskraft, glädje, självstärkande grupprocesser och positiva upplevelser av och i skogen.

    Fulltekst (pdf)
    FULLTEXT01
  • 2. Byrne, Jenny
    et al.
    Grace, Marcus
    Ideland, Malin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    How primary school students in Sweden and England discuss global warming2011Inngår i: Science learning and citizenship, 2011, artikkel-id 223Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This study identifies and categorizes the discursive repertoires used by 9-10 year old children in Sweden and England during discussions about the socio-scientific issue of global warming. School science is a community of practice where student identities and discourses can be expressed and developed, and the research focuses on how the use of repertoires is related to the identities the students express in their discussions. It explores what repertoires become important in the discussions, which identities the students express, and what differences there are between children’s discussions in Sweden and England. The children discussed four possible options that a government might consider to help reduce global warming. Findings indicate that children in both countries use a range of similar repertoires when discussing global warming. When these repertoires are in conflict with each other, students have to ‘renegotiate’ their own identities. Socio-economic status appears to have an effect on the intensity and depth of argument in the Swedish schools, whereas in the English schools the level and quality of argument seemed to be more closely connected to children’s familiarity with a discursive classroom environment. Young children seem capable of applying a variety of arguments that are logical to them according to the repertoire(s) they employ, but we must encourage changes to pedagogical practice that enable all children to engage in such socio-scientific discussions.

    Fulltekst (pdf)
    FULLTEXT01
  • 3. Byrne, Jenny
    et al.
    Ideland, Malin
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Grace, Marcus
    Climate change and everyday life: repertoires children use to negotiate a socio-scientific issue2014Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 9, s. 1491-1509Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students’ engagement with SSIs and empower them as citizens.

    Fulltekst (pdf)
    fulltext
  • 4. Christersson, Cecilia
    et al.
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Education, Dentistry and Social Work: Interactive and continuous assessment for development of professional competence2007Inngår i: Citizenship Education in Society: Proceedings of the ninth Conference of the Children’s Identity and Citizenship in Europe Thematic Network, CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University , 2007Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This project uses assessment to develop students’ professional competence during their studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. Difficulties of uniting theory and practise are solved through ‘simulated’ authentic situations. The students describe critical professional situations, which are also described by experts. The students compare their analysis and interpretations with those of the experts, in self-assessment, group discussion and examination. The students describe, analyse, act and compare, and then articulate their need to extend their competence. The project is a useful model to connect theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions.

  • 5.
    Christersson, Cecilia
    et al.
    Malmö högskola, Odontologiska fakulteten (OD).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Mattheos, Nikolaus
    Malmö högskola, Odontologiska fakulteten (OD).
    A professional approach: a pedagogical model for the assessment of authentic cases in teacher education, social work education and dentistry2009Rapport (Annet vitenskapelig)
    Abstract [sv]

    Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade au-tentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituatio-ner, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.

    Fulltekst (pdf)
    FULLTEXT01
  • 6. Christersson, Cecilia
    et al.
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Mattheos, Nikos
    Malmö högskola, Odontologiska fakulteten (OD).
    Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning.2008Rapport (Annet vitenskapelig)
    Abstract [sv]

    Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade autentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituationer, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.

    Fulltekst (pdf)
    FULLTEXT01
  • 7. Courtney, Joanne
    et al.
    Dunne, Mick
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Smith, Malcolm
    EuSTDweb - European Teachers Professional Development for Science Teaching in a Web-based Environment2009Rapport (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 8. Ek, Anne-Charlotte
    et al.
    Ideland, Malin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Jönsson, Sandra
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Bologna möter tre institutionskulturer2010Inngår i: Program: NU2010: Dialog för lärande,, 2010, s. 175-175Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    De senaste årens högskolepolitiska reformer har förändrat högskolor och universitet på flera sätt. Bologna-reformen innebar en målstyrd verksamhet och nya krav på lärare inom högre utbildning. Att vara högskolelärare innebär i allt högre utsträckning att vara examinator och garant för att utbildningens mål uppfylls. Därutöver råder ”nya ideal” angående lärarroll, lärandeaktiviteter och studentinflytande. Samtidigt, eller kanske som en följd av detta, har kraven på lärarnas högskolepedagogiska utbildning höjts och utbudet av kurser ökat. Men vilka avtryck får denna accelererande verksamhet på institutionerna och hur kan avtrycket förstås utifrån institutionens utbildningskultur? I detta runda bordssamtal kommer vi att presentera ett pågående forskningsprojekt om hur personer i ledningsfunktioner talar om högskolepedagogik och dess betydelse för institutionen. Senare kommer också empiriska data gällande högskolelärare att innefattas. Syftet med projektet är att belysa hur pedagogisk utbildning för högskolelärare uppfattas inom olika institutionskulturer. I detta fall handlar det om hur personer i ledningsfunktion menar att den ”nya” lärarrollen passar med olika intellektuella stilar och ämnens karaktär. Vilka skillnader kan vi se mellan t.ex. klassisk ”fil fak”-utbildning och professionsutbildningar? Vilka kopplingar finns mellan studentsyn, syn på framtida yrken, och uppfattningar om hur utbildningen bör organiseras? Vi intresserar oss även för huruvida kravet på 10 veckors högskolepedagogisk utbildning ses som ett direktiv uppifrån, kanske till och med som ett nödvändigt ont, eller om den betraktas som meriterande för utbildningsmiljön och/eller något som faktiskt förändrar den pedagogiska praktiken. Genom att bidra med kunskaper om olika föreställningar om högskolepedagogik ökar möjligheten för att förankra utbildningarna på olika institutioner. Men vi vill även peka på vikten av att föra en kritisk diskussion om högskolepedagogikens syfte och innehåll. Deltagarna i runda bordssamtalet kommer att aktiveras genom ett rollspel där deltagarna får anta roller som ledare och lärare inom olika områden och ämnen. Rollerna och upplägget för rollspelet kommer att inspireras och struktureras utifrån forskningsprojektets resultat. Genom att organisera ett rollspel av detta slag kommer vi att kunna diskutera föreställningar och fördomar om olika ämnes- och institutionskulturer och deras syn på studenter och hur utbildning bör organiseras.

  • 9. Ek, Anne-Charlotte
    et al.
    Ideland, Malin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Jönsson, Sandra
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Högskoleutbildning i spänningsfältet mellan akademisering och marknadifiering2011Inngår i: Proceedings Att leda högre utbildning, SUHF, Sveriges universitets-och högskoleförbund , 2011, s. 1-5Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Under de senaste decennierna har högre utbildning i Sverige genomgått en rad politiska reformer. Bolognareformen innebar att utbildningarna blev målstyrda, med vidhängande krav på dokumentation av att målen uppfylls och utvärdering av Högskoleverket. Dessutom medförde reformen ökade krav på anställningsbarhet. Därutöver ställs ökade krav på forskningsanknuten utbildning, samtidigt med ökad samverkan med samhället. Vi vill påstå att svensk högre utbildning på 2000-talet befinner sig i ett spänningsfält mellan två olika utbildningsdiskurser, här kallade marknadifiering och akademisering. Forskarsamhället har starkt kritiserat att den ekonomiska styrningen har blivit starkare. Denna diskussion har framförallt förts fram av företrädare för ett mer klassiskt universitet. Många av studierna har rört sig på en makronivå, dvs förändringar i utbildningspolicy, ofta under begreppet New Public Management. Denna studie undersöker istället hur förändringarna uttrycks på institutionsnivå, hur de samtida kraven på marknadsanpassning och vetenskaplig anknytning har skapat spänningar mellan och inom lokala institutionskulturer. Syftet med studien som ligger till grund för detta paper är att diskutera hur förändrade utbildningsvillkor för högskolan uttrycks och hanteras på prefektnivå. Prefekternas organisatoriska position är belysande. Klämda mellan krav uppifrån och nedifrån fungerar deras sätt att beskriva verksamheten som ett lackmuspapper på hur olika institutionskulturer svarar på förändringar. Därför har vi intervjuat 16 prefekter vid en högskola och analyserat hur diskurserna om akademisering och marknadifiering uttrycks på institutionsnivå. I analysen av intervjuerna blir det tydligt att prefekterna befinner sig i det spänningsfält där det formuleras krav på att hålla en hög akademisk nivå samtidigt som utbildningen ska vara ”nyttig”. Studien visar att spänningarna mellan akademisering och marknadifiering emellertid ser olika ut beroende på institutionskultur. Vi kan peka på stora skillnader mellan teoretiska utbildningar och professionsutbildningar. Utifrån dessa resultat vill vi diskutera vikten av att förstå hur krav på förändringar inom högre utbildning hanteras i lokala institutionskulturer. Vi hävdar att den vanligast förekommande forskningsdiskursen om att marknadsanpassning hotar högre utbildnings signum inte är generell. I professionsutbildningar med stor andel verksamhetsförlagd utbildning är marknadifiering ett begränsat problem. Dessa institutionskulturer har sedan länge bidragit med en kunskapsproduktion som når utanför den egna institutionen. Prefekterna i professionsutbildningarna uttrycker istället en frustration över kravet på akademisering, dvs starkare forskningsanknytning i utbildningen och högre andel disputerade lärare. I en tradition där yrkesverksamma har stått för stor del av undervisningen och där det praktiska handlaget har stor betydelse blir utbildningens identitet hotad av kraven på forskningsanknytning och vetenskapliga arbeten. Akademiseringen har även inneburit en omställning till mer tvärvetenskapliga forskningsmiljöer. Prefekterna har ”tvingats” rekrytera vetenskapligt kompetent personal från en rad områden eftersom det inte finns starka traditioner att forskarutbilda sig. Tvärvetenskapen skapar också spänningar i den lokala institutionskulturen då normer och traditioner utmanas av nya perspektiv och andra kunskapstraditioner. Vad som tydligt framträder i denna studie är att det är omöjligt att tala om förändringar i en ny akademi. Olika typer av utbildningar ställs inför olika utmaningar i förändringsprocessen. Dessa är kopplade till utbildningens syfte, traditioner, akademisk förankring och personalsammansättning. Vi menar att man måste praktisera kulturellt inkännande förändringsstrategier istället för att tänka sig att ”one size fits all”.

    Fulltekst (pdf)
    FULLTEXT01
  • 10.
    Ek, Anne-Charlotte
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS).
    Ideland, Malin
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Jönsson, Sandra
    Malmö högskola, Fakulteten för kultur och samhälle (KS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    The tension between marketisation and academisation in higher education2013Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, nr 9, s. 1305-1318Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Contemporary changes in higher education in Sweden are characterised by two educational discourses: marketisation and academisation. Demands to meet market requirements, as well as to make education more scientific, have created tensions between and within institutional cultures. Using interviews with 16 heads of departments, the authors investigate how tensions between marketisation and academisation were handled in discipline-oriented and professional-oriented departments. The heads of discipline-oriented departments experienced marketisation as a threat to the university trademark, because it was seen to challenge academic autonomy. On the other hand, heads of professional-oriented departments felt that academisation was the main issue to be dealt with, as it shifted focus from practical skills towards academic meritocracy. Consequently, it is not possible to discuss these changes without considering that conditions differ substantially across the university. Responses to these changes can be countered by culturally sensitive strategies, rather than by adopting a ‘one size fits all’ approach.

    Fulltekst (pdf)
    FULLTEXT01
  • 11. Ek, Anne-Charlotte
    et al.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Professionalizing teaching in higher education? Understanding today’s discourse on scholarship of teaching and learning in relation to the question of widening participation within higher education2010Inngår i: Abstracts, Active Citizenship, 2010, s. 146-146, artikkel-id 164Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Our introduction will contextualize and give a brief background to the last decade´s discussion and request for pedagogically more skilled and trained university teachers. A discourse often framed by and named as Scholarship of Teaching and Training, SoTL. Teaching at university level has until recently, unlike most other educational institutions, not required any formal pedagogical education. In spite of often being skilled after years of teaching, the majority of Swedish university teachers still have less then the recommended ten weeks pedagogical training. The purpose of the workshop is to illuminate the emerging practice SoTL. How is it framed and who and what influences and shapes the discourse? Should it be seen as an embryo to professionalize university teaching by valuing teaching excellence? Or should it be understood as a perceived need for a new kind of pedagogical competence in order to handle the consequences of the rapid expansion of higher education during the 90´s, a change from elite to mass higher education? What actors are participating in the formulation of the need for further pedagogical training of university teachers? The teachers themselves, evaluation teams from authorities such as the Swedish National Agency for Higher Education or course giving pedagogical consultants? What arguments are put forward to legitimize these relatively new requirements? Is it focusing on students needs or is it in relation to Scholarship of Research? What definitions of pedagogical competence are formulated? To give answers to these questions are far beyond the scope of this workshop. However to scrutinize what seems to underpin the contemporary pedagogical discourse might be an important contribution to a critical analyze of present practice in HE. Relevance for Nordic Educational research: There is a need to better understand the practice Scholarship of Teaching and Learning in Higher Education

  • 12. Ek, Anne-Charlotte
    et al.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Axelsson, Harriet
    Akademiskt lärarskap: att initiera och examinera ett professionellt förhållningssätt2008Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I vår presentation fokuserar vi på fyra övergripande frågor i relation till det akademiska lärarskapet: • Hur ska lärformerna vid det nya högskolepedagogiskt kursupplägg på ett adekvat och kreativt sätt ta tillvara bredden i kursdeltagarnas skiftande erfarenheter, kunskapssyn, utbildningskultur och undervisningspraxis? • Hur ska kursledningen dokumentera och utvärdera den kunskapsprocess som sker ibland såväl kursdeltagare som kursledning? • Hur kan examinationen utformas så att flertalet av kursmomenten bearbetas och diskuteras av den enskilde kursdeltagaren i relation till hans/hennes eget utbildningssammanhang? • Hur kan kursen organiseras så att det sker en återkoppling till deltagarens verksamhet på det egna området och främja utvecklandet av nätverk mellan områdena? Bakgrund Den högskolepedagogiska utbildningen vid Malmö högskola har i och med hösten 2007 fått en delvis ny inriktning och utformning. En av de faktorer som bidragit till detta är Bolognaprocessen och Högskolereformen 2007, en annan är behovet av att ge nya lärare möjlighet att inom en rimlig tidsperiod få den efterfrågade obligatoriska pedagogiska kompetensen. En tredje är att erbjuda kompetensutveckling till högskolans samtliga lärare. Den övergripande intentionen är att det nya upplägget ska bidra till att kvalitetsarbetet blir mer systematiskt integrerat i högskolans verksamhet samtidigt som det etableras en infrastruktur för det akademiska lärarskapet att utvecklas i. Förutsättningar Malmö högskolas nya högskolepedagogiska program är uppdelad i följande tre (5 hp) kurser 1) akademiskt lärarskap 2) Tematisk högskolepedagogik 3) Högskolepedagogiskt projektarbete. Den första kursen, dvs., Akademiskt lärarskap kommer här att användas som ett konkret exempel i vår diskussion av de fyra (ovannämnda) övergripande frågorna. Kursupplägget för den introducerande kursen Akademiskt lärarskap 5hp är tänkt att utveckla en bred medvetenhet om villkor och innebörder i akademiskt lärarskap. Organisatoriska som juridiska aspekter av lärarskapet ska diskuteras liksom värdegrunden i akademisk utbildning och dess roll i samhället. Under kursens gång förmedlas kunskap om forskning och erfarenhet av studenters skiftande lärstilar, liksom olika former för undervisning och studier. Dessa kunskaper ska kursdeltagarna på ett självständigt sätt tillämpa i examinationsuppgiften som bl a utmynnar i en individuell pedagogiska avsiktsförklaring. En grundläggande tanke är att mötet med kollegor från andra områden och discipliner ska främja utvecklandet av nätverk. Samtidigt som heterogeniteten bland deltagarna skapar underlag för, möjligheter till och behov av ett medvetet och artikulerat förhållningssätt kring den egna disciplinen kunskapssyn, utbildningskultur och undervisningspraxis. På så sätt skapar gruppsammansättningen konkreta förutsättningar för ett aktivt arbete med högskolans vision som sammanfattas med att Mångfald gör skillnad.

  • 13.
    Ekborg, Margareta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Ideland, Malin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    SCIENCE FOR LIFE – a conceptual framework for construction and analysis of socio-scientific cases2009Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, nr 1, s. 35-46Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to describe a conceptual framework to be used as a tool for analyzing work with socio-scientific issues (SSI) and for constructing SSI cases in secondary school. The framework consists of six components describing the more detailed characteristics of SSI. The components were chosen to reflect what we know from research about what might have an impact on students’ learning and interest in science. Six socio-scientific cases were then constructed and these are discussed in the article. The cases are relevant in that they both display the characteristics of SSI and meet the requirements of the Swedish national curriculum. The components and the cases are described in a table. This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI.

  • 14.
    Ekborg, Margareta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Ideland, Malin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Ottander, Christina
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Science for Life –for life: a conceptual framework for modelling socio-scientific cases2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Development of a conceptual framework for modelling socio-scientific cases A report from the research project “Science for Life” Introduction This paper describes the first step of a research project aiming at investigating how pupils and teachers develop interest and knowledge in science when working with socio-scientific issues. Background, Aims and Framework There is need to develop science education in order to develop pupils’ interest and knowledge in science (Aikenhead, 2006; EU, 2007). One way is to bring in a humanistic perspective (Aikenhead, 2006) and to focus more on scientific literacy than science literacy Roberts (2007). Ratcliffe & Grace (2003) have characterized socio-scientific issues (SSI) as important for society and with basis in science. They involve forming opinions, are frequently media-reported, involve values and ethical reasoning, may require some understanding of probability and risks and there are no “right” answers. In studies about SSI pupils have usually been working with an issue typically including a dilemma. They have been observed and/or interviewed and their written reports have been analysed (Aikenhead, 2007; Jimiénez-Aleixandre & Pereiro-Munoz, 2002; Grace & Ratcliffe, 2002; Kölstø. 2001). Aikenhead (2006) summarises in a research review that pupils working with SSI generally sought little scientific fact, weighing values more heavily than science. Lewis and Leach (2006) report hat pupils need scientific knowledge, but they can engage in issues about gene technology with relatively modest science knowledge, if the content is well designed and contextualised Another question deals with whether or not the pupils develop conceptual understanding in science when working with SSI. It seems that an issue with social relevance is more motivating to the students. However SSI are often complex and therefore more difficult to understand (Aikenhead, 2006). On the other hand motivation can overcome complexity and lead to greater achievement on traditional science tests (Sadler, 2004). Research project We need to gain more detailed knowledge about what features in content and organization affect the development of interest, knowledge and self-efficacy among the pupils. As reported above, most research concerning work with SSI in science does not particularly discuss characteristics of the content. The aim of this evidence-based research project is to learn more about what importance the features of the actual case or issue as well as factors in classroom work, have for the impact on students’ interest and learning. Another aim is to gain more detailed knowledge about teachers’ experiences with teaching SSI. We are interested in knowing more about what importance the features of issue has for the impact on teachers as well as students. The project is conducted in three steps. In step one, reported in this paper, a conceptual framework, consisting of six components (table 1), is developed and operationalized into a number of authentic cases for science in school. Aikenhead (2006) draws the conclusion that most work attempting to change school practice has failed as a result of problems arising when researchers try to transfer the success of one research project to a new context. Most studies are small-scale studies involving only a few volunteer science teachers to initiate the novel project. Therefore in step two we have a quantitative research approach. About 100 school classes in Sweden with approximately 1500 pupils worked with one or several cases during 2007 (data on how the task characteristics relate to students’ affective and cognitive experiences during work will be available spring 08). Methods and Samples The aim of this paper is to describe how a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases, was developed. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are related to, and most influential on, interest and learning in work with socio-scientific issues in secondary school. The six omponents are chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. For example SSI should be authentic but what importance does the specific authentic context have? Results The framework consists of a grid with the six components and the six cases. We will describe the model in detail and how it can be used for construction of cases and analyses of the work in school. Starting-point (authentric situation), school science subject, nature of scientific content, social content, use of scientific knowledge and level of co conflict of interest. Components 1. Starting-point (authentic situation), - TV-programme, newspaper articles, personal homepage, a novel, the pupils’ family situation and the school cantina 2. School science subject - biology, chemistry, physics ant technology 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. economy, ethics, media 5. Use of scientific knowledge - decision-making, suggestions, critical scrutinizing, investigating 6. Level of conflict – individual, the societal and the structural level Conclusions and Implications The six cases developed from the model are briefly described. 1. You are what you eat? Anna Skipper is the host of the Swedish version of the TV- production “You are what you eat”. In each programme a person with weight problems, usually over-weight, gets advice about how to change lifestyle to get fit. The pupils’ mission is to scrutinize the advice given and to compare the information about food, exercise and health with other sources. The pupils make decisions about their personal life style. Teachers and pupils decide together how the result should be reported. 2. Laser treatment and near sightedness On a personal homepage Susi tells about how much she hates wearing glasses and that she finally has gone through laser treatment for her near sightedness. It cost lots of money and the costs are not covered by the social insurance system. The mission is to decide if it is worthwhile go through such a treatment and about who should pay – the individual – or society. Teachers and pupils decide together how the result should be reported 3. To hear or not to hear? In an excerpt from the novel Talk, talk by T.S. Boyle, Dana who is deaf since birth and her hearing boyfriend Bridger discuss if cochlea implant is a solution for Dana. She is very hesitant as she feels that hearing or not has to do with her identity. This is very difficult for Bridger to understand. The mission is to analyse different ways to judge this situation and to take out arguments for different views. We do not find it appropriate to encourage the pupils to have a personal opinion on what Dana should do. Teachers and pupils decide together how the result should be reported 4. Me, my family and global warming The mission is to find ideas for how the pupils’ families can contribute to decreasing carbon dioxide emissions. The pupils start out by mapping the family’s need for transportation, what kind of motor-driven vehicles there are in the family, and how these are used. After that they test different alternatives considering ecological, scientific, economical and social aspects. The mission is to produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Starting from two articles from the same newspaper – one saying that are no risks with mobiles and the one saying that the risk for developing a brain tumour is considerable. The pupils should find out what information there is, how it is provided and by whom. The mission is to make a decision about the consequences for their own use of a mobile and/or how they would choose when buying a new one. Teachers and pupils decide together how the result should be reported 6. Climate-friendly food in school? The mission is for class to check how food, served in the school canteen, affects the climate and if there are better alternatives to some examples of food. The mission is to suggest a change and to write a letter to the headmaster and ask him to consider. Bibliography Aikenhead, Glen. (2006). Science Education for Everyday Life: Evidence-Based Practice. New York: Teachers College Press. EU (2007). Science Education in Europe Grace, Marcus, & Ratcliffe, Mary. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169. Jimiénez-Aleixandre, M-P, & Pereiro-Munoz, C. (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management. International Journal of Science Education, 24(11), 1171-1190. Kolstø, S. D. (2001). 'To trust or not to trust,...'-pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23(9), 877-901 Lewis, J. & Leach, J. (2006). Discussion of Socio-scientific Issues. The Role of Science Education. International Journal of Science Education, 28 (11). 1267-1287. Ratcliffe, Mary, & Grace, Marcus. (2003). Science Education for Citizenship. Teaching Socio-Scientific Issues. Maidenhead: Open University Press. Roberts, Douglas, A.(2007). Scientific Literacy/Science Literacy. In Abell & Lederman (Eds.). Handbook of Research on Science Education. Mahwah, New Jersey: LEA Publishers Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching 41 (5).,513-536

  • 15.
    Ekborg, Margareta
    et al.
    Malmö högskola, Lärarutbildningen (LUT).
    Malmberg, ClaesMalmö högskola, Lärarutbildningen (LUT).Olsson, AndersMalmö högskola, Lärarutbildningen (LUT).
    Miljödidaktiska texter2000Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Baksidestext: Har vi råd att leva miljövänligt frågar sig Högni Hansen i sitt bidrag till det här numret av Miljödidaktiska texter. Han svarar med ett exempel: Européernas årliga glasskonsumtion kostar dubbelt så mycket som utgifterna för att ge världens alla barn och ungdomar en rimlig skolundervisning. Men tänker du på skolundervisning när du köar framför glasskiosken en varm sommardag? Högni vill ge oss perspektiv samtidigt som exemplen provocerar. Våra inköp och val bygger förstås inte bara på den kunskap vi besitter. Det framgår av Anders Olssons resonemang om att sila mygg och svälja kameler. Vi väljer och väljer bort. Men väljer vi rätt? Nja, det är en fråga om värderingar. Därför bör vi utveckla elevernas förmåga att välja självständigt och delta i samhället. Finn Mogensen slår fast att miljöundervisning inte ska ha som mål att förändra elevernas beteende. Däremot bör vi utveckla deras handlingskompetens. Margareta Ekborg diskuterar hur en biocentrisk natursyn, som sätter livet som sådant i centrum och en antropocentrisk människosyn, där människan sätts i centrum, påverkar våra val. Samtidigt ger hon ett vetenskapshistoriskt perspektiv på miljöfrågorna.

    Fulltekst (pdf)
    FULLTEXT01
  • 16.
    Ekborg, Margareta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Ottander, Christina
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Science for Life - a conceptual framework for modelling socio-scientific cases2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to describe the development of a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases (SSI). This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI in science. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are most influential on interest and learning in work with SSI in secondary school. The six components were chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. Six socio-scientific cases were constructed which will be discussed. They are relevant according to characteristics of SSI and to the national curriculum. The framework consists of a matrix with the six components and six cases. It is possible to find variants within each component. Here follows a brief description of the components and the cases. Components 1. Starting point- the authentic setting. It can be fictive and non-fictive e.g. TV-programme or novel. 2. School science subject 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. media power, economy, ethics. 5. Use of scientific knowledge for e.g. decision –making, clarifying, risk assessment 6. Type of conflict – on an individual group or structural level Cases 1. You are what you eat? Critical scrutinizing of a TV-programme. 2. Laser treatment and near sightedness. Personal homepage. To decide if it is worthwhile to go through such a treatment and about who should pay. 3. To hear or not to hear? Excerpt from novel. Analysis of different views and arguments. 4. Me, my family and global warming. Family situation. To produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Newspaper articles. To decide about the consequences for use of a mobile or how to choose when buying a new one. 6. Climate-friendly food in school? School canteen. To suggest changes and to write a letter to the headmaster,

  • 17.
    Hartsmar, Nanny
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Christersson, Cecilia
    Hallstedt, Per-Axel
    Högström, Mats
    Mattheos, Nikos
    Professional Education: Assessment for development of professional competence in a culturally heterogeneous society2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The project is to develop models to support students undertaking professional education in the areas of health, education and care in developing their professional competence. This takes place with the help of continuous assessment in simulated authentic situations. The project focuses on the following problems in professional education: a) The difficulty of uniting theory and practice into a whole in the courses of study b) The need to develop models for authentic professional situations, which are integrated into the courses of study c) The difficulty of forming a process of assessment that is relevant in relationship to the desired competence, and that does not only assess theoretical knowledge and technical skill d) The need to integrate assessment into the learning process e) The students’ need to develop the ability to assess their own competence on a continuing basis. Our courses of study need to improve in the following ways: a) Assessment of theoretical knowledge and of professional competence is often carried out separately. The two aspects are integrated all too seldom in assessment. Assessment is also carried out in totally different ways: Theoretical subjects are often assessed by means of written examinations with strict time limits, while professional competence is assessed using a longer process. The types of criteria used are different for the two assessments.

  • 18.
    Hartsmar, Nanny
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Christersson, Cecilia
    Hallstedt, Per-Axel
    Högström, Mats
    Nikolaos, Mattheos
    Education, Odontology and Social work: Interactive and continous assessment for development of professional competence2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Abstract What do dentists, social workers and teachers need to know in order to succeed in working in a culturally heterogeneous society? In addition to developing the competence within the subject field they need to improve their ability to act in situations where different kinds of citizenship are expressed contingent on time, contexts and reference groups. Every professional needs to reflect upon and being able to handle the fact that “our norms are human and historical rather than immutable and eternal” (Nussbaum 1997, p.52). Professionals working in care, education and health must be able to handle “real life scenarios” which are connected to social cultural and ethnic variation, as well as gender. The effect of globalization has over the last decades created a new attention to politics concerning identity and citizenship (Giddens 1991). As Wenger (1998) points out, educational institutions are multifaceted organisms consisting of related interacting sub-communities. Concepts like ‘periphery’ and ‘centre’ (Giddens 1984, Labrie 1999, Giampapa 2004), will be adequate to use when analysing how students interact and negotiate their identities. The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe professional activity in their work-placement reports. These are also described by the teachers. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through.

  • 19.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Ekborg, Margareta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Discussing sustainable development among teachers: an analysis from a conflict perspective2014Inngår i: International Journal of Environmental and Science Education, ISSN 1306-3065, Vol. 9, nr 1, s. 41-57Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Education for Sustainable Development has been discussed as problematic, as a top down directive promoting an ―indoctrinating‖ education. The concept of the intertwined dimensions (economic, social-cultural, and environmental) of sustainable development is seen both as an opportunity and as a limitation for pluralistic views of sustainability. In this paper we study possibilities that allow different perspectives of sustainability to emerge and develop in discussions. We focus on the conflicting perspectives of the intertwined dimensions in some main theoretical models in combination with the use of Wertsch’s function of speech framework to construct a conflict reflection tool. As an illustrative case, we apply this conflict reflection tool to an analysis of a discussion among seven secondary school teachers on climate change. The results in this particular example show the dynamics of speech genre and content in developing different perspectives. We conclude our paper with a discussion of the conflicting view of the integrated dimensions of sustainability in relation to an agonistic pluralistic approach, and we consider its relevance in an educational context.

    Fulltekst (pdf)
    FULLTEXT01
  • 20.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundegård, Iann
    Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
    Malmberg, Claes
    School of Teacher Education, Halmstad University, Halmstad, Sweden.
    Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking2016Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 2, s. 259-275Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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'

  • 21.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundegård, Iann
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Teachers as agents for social change? Myths and Subject positions in transformative sustainability education2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In educational practice there is an ongoing discussion, about social change in relation to sustainability (Ferreira 2013; Jickling & Wals 2008, 2013; Laessö 2010). When our contemporary way of living is declared as unsustainable, and education is put to make a ‘social change’ towards a more ‘sustainable living’, we interpret this from a discourse theoretical view as the educational system becomes dislocated in the attempts of interpret this new order to strive for (Laclau & Mouffe 2001; Laclau 1990). In this state, new articulations develops to interpret how to make a new structure to stabilise the new order. Social change does not have any inherent meaning per se, it becomes formulated through its contextual use in practice. Therefore we find it fruitful to gain empirical knowledge of how teaching for ‘social change’ can be articulated in relation to sustainability. More specifically, we have formulated the following research questions as: - Which subjects positions among teachers can be identified in ESD discourses of social change? - Which 'myths' of social change can be identified in ESD discourses? By using theoretical frameworks of Laclau and Mouffe and Biesta, we identifies teachers’ subject positions and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Discourse theory, analysing teachers discussions To analyse how 'social change' (re)articulate desirable aims in educational practice, we start from teacher discussions. The analyses focus articulations where students are supposed to act in relation to sustainability. Through the central meaning of those articulations, new spaces of representations are opened where it becomes possible to legitimate actions as natural, in the light of this new order (myth). In this study we have been able to identify three struggling ESD-discourses of ‘social change’, comprising desirable teacher-specific-positions and emerging myths of ‘social change’. twenty teachers in total were selected and divided into five groups which consisting of three to six colleagues in each group. The participants were science and social science teachers in secondary and upper secondary schools in Sweden. The chosen schools were either certified ESD-schools or actively involved in projects concerning sustainability. Each group discussion, which lasted about an hour, were recorded and transcribed. The result shows how the teacher is simultaneously identified in three struggling positions; the rational subject as a neutral conductor; the responsible subject as a role model or the reconstructing subject as a reconstructor. This depending on how schooling, socialisation towards sustainable lifestyles and political and ethical perspectives are identified as aims and educational functions (Biesta 2009), to formulate the myth of ‘social change’ in ESD. This has implications on how to acknowledge ‘social change’ as mainly being a process to empower students for ‘right’ choices or to uphold ‘social change’ as a way for students to explore new interpretations of a more sustainable living, to develop as political subjects (c.f. Lundegård & Wickaman 2012).

  • 22.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundegård, Iann
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    The role of education in transition towards a more sustainable world2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Within this conference’s overall focus on ‘Education and transition’, the network on Environmental and Sustainability Education Research (ESER) raises the question what research tells us about education’s role in building a more sustainable world. The proposed symposium will address this key issue in ESE research, thereby combining varied research focusses and national perspectives (Sweden, Denmark and Belgium) and paying particular attention to educators’ role in facing the challenges involved. The role of education in tackling societal problems is the subject of an ongoing scholarly discussion since such problems are often translated into issues that need an ‘educational solution’ (Simons and Masschelein 2006), pre-eminently in the context of sustainability issues (Postma 2004; Van Poeck et al. 2014). A sustainable world emerges then as a challenge that can be met by learning the proper solutions, desirable attitudes, correct behaviour, necessary competences, etc. Policy-makers as well as scholars argue for ‘learning our way out’ of unsustainability (Finger and Asún 2001) and for ‘transformative learning’ (Jackson 2011). However, critics argue, sustainability issues cannot be approached as if they were solely a matter of more or better education (e.g. Biesta 2012). Considering that these issues are often very uncertain and controversial (both in factual and normative terms) and drastically affect our planet and its inhabitants it is argued that, first and foremost, sustainability issues raise democratic challenges. Thus, research about education’s role in building a more sustainable world often addresses questions of democratic thought (e.g. Lundegård and Wickman 2012; Sund and Öhman 2014) and ESE practices reveal a certain entanglement of educational and political/democratic processes. The proposed symposium focusses on this ‘intersection of politics and pedagogy’ (Biesta 2012) in the light of sustainability challenges. In doing so, we explicitly aim to move beyond a dichotomist view on the tension between a (‘committed’ and ‘instrumental’) solution-oriented versus a (‘detached’, ‘idealistic’ and ‘relativistic’) democracy-oriented approach to ESE. In order to nurture the debate on this issue, we focus on what actually takes place in diverse educational settings and on the crucial role of educators in this respect. Highlighting different aspects of this common research interest and bringing together varied national perspectives, the contributors aim to progress the theoretical conceptualisation of education in relation to sustainability transition as a process in which the political and the pedagogical are intertwined. Hasslöf, Lundegård and Malmberg elaborate on ‘social change’ in ESD from a teacher perspective. Using theoretical frameworks of Laclau and Mouffe and Biesta, they identify teachers’ subject positions (as rational subject, responsible subject and the reconstructing subject) and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Læssøe and Van Poeck focus on how ‘change agents’ in non-formal educational settings affect the kind of educational processes that can emerge within practices pursuing a more sustainable world. Drawing on empirical analyses, they reveal the diversity of roles change agents can play and put forward an ideal typology. Connecting the latter to educational theory (metaphors of learning, functions of education) and theories linking social dynamics and social learning, the authors elaborate on how change agents face entangled political and pedagogical challenges within non-formal educational settings. Östman, Håkansson and Van Poeck depart from the re-born interest in the political dimension of ESE and investigate possibilities and risks involved in introducing the political in pluralistic ESE practice. Drawing inspiration from Mouffe’s theory of the political and Dewey’s pragmatist theory, they empirically analyse diverse educational settings. They identify situations that could be educative depending on how the educator acts and conceptualise how a pluralistic and a political dimension come together in in ESE practice.

  • 23.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Critical thinking as room for subjectification in Education for Sustainable Development2015Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 239-255Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.

    Fulltekst (pdf)
    fulltext
  • 24.
    Hillbur, Per
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Ideland, Malin
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    School of Education, Humanities and Social Sciences, Halmstad, Sweden.
    Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–20112016Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, nr 3, s. 409-426Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article addresses the fabrication of the eco-certified citizen, an ideal – rather than real – citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student’s (future citizen’s) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s’ curricula – a combination of traditional family values and democratic involvement in the local society.

  • 25.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Jobér, Anna
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundström, Mats
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Naturvetenskap för medborgerlig bildning2013Inngår i: Medborgerlig bildning: demokrati och inkludering för ett hållbart samhälle / [ed] Nanny Hartsmar, Bodil Liljefors Persson, Studentlitteratur AB, 2013, s. 145-166Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I den här boken diskuterar och problematiserar författarna medborgerlig bildning ur olika perspektiv. De ställer frågor om vad som krävs för att barn och ungdomar ska utvecklas till kompetenta, reflekterande, kritiska och aktiva medborgare med möjlighet att ta ansvar. Vilka krav på kompetenser krävs inom så specifika områden? I detta specifika kaptiel får läsaren ta del av varför medborgerlig bildning har en plats inom det naturvetenskapliga fältet.

  • 26. Ideland, Malin
    et al.
    Malmberg, Claes
    Att arbeta med samhällsfrågor i NO-undervisningen i mångfaldens skola: rapport från forskningscirkeln2010Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    What’s the point of the school? Det frågar sig Guy Claxton (2008) redan i titeln till sin bok. Vilken är egentligen poängen med skolan? Är det att klara proven och få bra betyg och sedan kunna ”bli vad man vill”? Betygens drivkraft visar sig ofta vara stor när man frågar elever om vad som är viktigt för att få dem att arbeta i skolan. I den allmänna debatten framförs ofta vikten av djupa ämneskunskaper. Andra hävdar att poängen med skolan är en inskolning i det sociala spel som man förväntas klara av i samhället. Självklart är alla dessa kunskaper och kompetenser viktiga poänger med skolan. Vi menar dock att det är för mycket fokus på att barnen och ungdomarna ska vara framgångsrika elever och för lite fokus på att de ska vara kompetenta lärande individer – eller varför inte kalla det samhällsmedborgare. Med det menar vi att barnen och ungdomar behöver kompetenser för att klara av saker som de möter utanför skolan i framtiden. Det är kompetenser som handlar mer om att göra än kunna, om att lösa problem man ställs inför snarare än att återge det som läraren eller läroboken berättar. Det innebär t.ex. att kritiskt granska information, ta informerade beslut och uppvisa handlingskompetens – när det gäller att konsumera eller förändra sina vanor. (Jensen & Schnack, 2006). Framtidsforskare har lyft fram optimism, flexibilitet och handlingskompetens som viktiga egenskaper för att kunna hantera samhällsförändringar (Hicks & Holden, 2007, Arnaldi ,2008). Men hur gör man för att stödja eleverna i utvecklandet av dessa kompetenser? Ett sätt som har framförts av forskare är att arbeta med aktuella samhällsfrågor som har ett naturvetenskapligt innehåll . I den forskningscirkel, från vilken den här skriften är en produkt, har lärarlag på två skolor i Malmö prövat arbetssättet.

    Fulltekst (pdf)
    FULLTEXT01
  • 27.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Att bedöma individer i grupp2008Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Grupparbete är en undervisningsform som tenderar att öka inom högre utbildning. Samtidigt framhålls svårigheten att bedöma den enskilde individen och att risken för s.k. free-riders ökar. Den övergripande frågan i vårt projekt är hur man kan bedöma individen inom ramen för nätbaserade och campusbaserade grupparbeten. Metoder för att undersöka den enskilda studentens uppfyllelse av kursplanemålen vid grupparbete för betygssättning är ett prioriterat område. Studenter vittnar om orättvis bedömning, några gör allt jobb medan andra bara glider med. Samtidigt är gruppen en viktig läranderesurs och genom samarbete utvecklas lärandet. Projektet tar sin utgångspunkt i en fallstudie där empirin är hämtad från den första kurs som studenterna möter när de börjar sina studier på Lärarutbildningen. Fallstudien pågick under hösten 2007. Kursen bygger till stora delar på gruppvis projektpedagogik, varav en uppgift är nätbaserad och en är campusbaserad. Studenternas dialog förs i den nätbaserade uppgiften helt genom asynkrona bidrag i ett diskussionsforum på forsknings- och undervisningsplattformen Xpand. Arbetet behandlar dagsaktuella skolfrågor och redovisas bl.a. genom paneldebatt. Redovisningen sker på campus, men till denna har studenterna byggt sin gemensamma kunskap på nätet. I paneldebatten har inte alla individer samma möjlighet att visa att de har uppnått målen. Studenterna bedöms därför individuellt på deras inlägg och bidrag till den nätbaserade diskussionen. Inom ramen för denna uppgift är det möjligt att bedöma enskilda studenters bidrag till det gemensamma arbetet, både gällande process och produkt. Den campusbaserade uppgiften handlar om elevers olika uppväxtförhållanden, analyserat utifrån perspektiven genus, klass och etnicitet. Det gruppvisa arbetet redovisas genom en PowerPoint-presentation där studenterna har bildsatt dessa kategorier. Utifrån detta arbete ska studenterna i enskilda rapporter reflektera över uppväxtförhållanden och möjligheter att skapa en verksamhet för alla utifrån genus-, klass- och etnicitetsperspektiv. Även i detta arbete bygger studenterna en gemensam kunskapsbank som de gör självständiga analyser utifrån. På så sätt tas gruppens gemensamma kompetens tillvara, samtidigt som det blir möjligt att bedöma enskilda individer. Utifrån detta projekt vill vi belysa några frågor. I det nätbaserade arbetet är det möjligt att bedöma såväl process som produkt, eftersom processen finns dokumenterad i diskussionsforum. Det är möjligt för studenter och examinatorer att gå tillbaka för analys och bedömning. Hur kan man göra detta på ett relevant sätt i det campusbaserade grupparbetet? Hur kan man finna spår av enskilda studenters bidrag till det gemensamma kunskapsbygget? Vilka olika metoder kan man använda? Vi menar att Bologna-processen har minskat utrymmet för formativ bedömning, och inte minst av processer. En andra fråga vi vill diskutera är därför problematiken med att studenterna ska ha uppnått kursplanens mål ”efter avslutad kurs”. Hur är det möjligt att bedöma en process om målet inte behöver vara uppnått förrän ”efter avslutad kurs”? Den tredje frågan vi vill lyfta är svårigheterna inom detta arbetssätt med att omskapa samma kontext till en omtentamen. Om examinationen av en kurs baseras på ett grupparbete, hur blir det då möjligt att omskapa kontexten för de studenter som blir underkända?

  • 28.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Body talk. Students' identity construction while discussing a socio-scientific issue2011Inngår i: Science learning & Citizenship, 2011Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Workforms as socio-scientific issues (SSI) are said to develop youngsters’ skills to use scientific knowledge to become engaged citizens. But how do preconditions for SSI-work differ for students from different backgrounds? One aim with this paper is to explore discourse orders constituting students’ discussions about a SSI. Another aim is to understand how students’ use these discourses as a part of their ongoing identity construction in relation to available subject-positions. The paper use data from two classes from lower secondary school in Sweden. The method used is focus group discussions about knowledge and values concerning body and health. Four focus groups was used, two from a monoethnic school in a middle class area with high educational level and two from a school, in a multiethnic area with low SES and low educational level. 10 girls and 8 boys participated. When students discuss SSI they are switching between discourses, in this case school science discourse, body discourse and general school discourse. These discourses are used differently depending on how the students construct their identities in relation to available subject positions. The availability of subject positions differs for different students. SSI includes some students and excludes other. The availability of subject-positions in science classroom depends also on how students do gender, class and ethnicity. The resistance or acceptance of SSI work is related to an insider/outsider role in society.

    Fulltekst (pdf)
    FULLTEXT01
  • 29.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Body talk: students’ identity construction while discussing a socioscientific issue2012Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 7, nr 2, s. 279-305Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting? This article explores discourses that structure the Vision II science classroom, and how different students construct their identities inside these discourses. In the article we consider school science as an order of discourses which restricts and enables what is possible to think and say and what subject-positions those are available and non-available. The results show that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different ways depending on how the students construct their identities in relation to available subject positions, which are dependent on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school science.

  • 30.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Body talk. Students’ science learning and identity construction2011Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The aim of the paper is to analyse how teenagers (age 14-15) talk about body and health after a finished work with a socio-scientific issue on the same theme. How can their discussions about body, health and science education be understood in terms of a constantly ongoing identity construction, especially in terms of gender, social class, ethnicity and “studentship”? Our aim is to show how these categories intersect and produce meaning in students’ talk about a topic socio-scientific issue. The paper is departing from a social theory on learning, e.g. learning and identity construction are interdependent on each other; meaning is constructed in relation to a community. Sadler (2009) has emphasized socio-scientific issues as a way to open up for communities of practice where students’ identities can be expressed and they can use appropriated discourses. In this paper we intend to problematize Sadler’s theories and show the complexity of students’ identity construction during school work. Even if they can engage in a common issue, they are doing it in completely different ways. We will use an intersectional perspective to get deeper understanding of the relations between science learning and students identity construction. The paper also intends to discuss what subject positions that are available when students discuss a topical, political issue in the science classroom. The article is mainly built on data from focus group discussions about knowledge and values concerning body and health. Focus group 1 consisted of four girls from “Suburban school”, a monoethnic school in a suburban, middle class area with high educational level. Focus group 2 consisted of four boys from the same school. Focus group 3 consisted of six girls from “Urban school”, located in a multiethnic urban area with low socio-economic status, low educational level and high degree of unemployment. Focus group 4 consisted of four boys from the same school. We analyse the discussions from a discourse psychological perspective, e.g. how the students use different discursive repertoires to construct their identities in a specific situation. We use intersectional theory to bring light on how the use and dominance of repertoires has to be seen both as a kind of learning and as an ongoing identity construction in terms of gender, ethnicity, social class and “studentship”. The analyse show differences between the groups. For example, the girl group from “Suburban school” had a large focus on disciplining their bodies, but also talked about science knowledge as a commodity, which could be exchanged for good grades. We interpret this as a typical identity of ethnic Swedish, middle class girls who are “inside” the order of the public discourse. This result could be compared with how the girls in the “Urban school” rather expressed a resistance-identity, joking about fast food, not worrying about grades and so on. Our analyse discuss how this kind of differences must be understood not only in terms of social class and ethnicity, but as a result of gender and “studentship”. These categories are analysed together.

    Fulltekst (pdf)
    FULLTEXT01
  • 31.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Eco-certified students? The governance of souls in Education for Sustainable Development2013Inngår i: ESERA 2013 Conference Programme, 2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Today is the term "Education for Sustainable Development" (ESD) tainted by with notions of the "exemplary life" and "desirable future". This practice is exercised in school all over the world. The aim with the paper is to unveil how teaching materials in ESD are governing students through different technologies of the self. The paper departs from the idea that discourses decide what is possible to think, say and do in a specific historical and cultural context. To understand how these discourses are internalised into peoples thinking, saying and doing we study a process of governmentality. This process must be understood on three levels: Political rationalities; Political programs; Technologies of the self. Our paper problematizes the concepts of ”the good person” and ”the exemplarily life”. We are analysing three different types of teaching material often used in ESD. One criterion for the choice is that the material use science and mathematical calculations for the represen-tation of sustainable development, since we are interested in how these rationalities are used in the process of governmentality. The teaching material is analysed through discourse analysis. In the result can we show how diagrams and mathematical calculations used in the teaching material can be understood as governing technologies for four different political rationalities: 1) Individuals are free and obliged to make choices in the modern society; 2) Everyone is responsible for a common future; 3) Belief in scientific and technological solutions; 4) Idea of the progress. Calculations and Diagrams are instruments in governing the modern human being. These – scientific – representations of ideas of how society should be organ-ised, of how an expected future can be met and how individuals should act are governing our souls, how we want to be in order to be seen as good and “eco-certified” people.

    Fulltekst (pdf)
    FULLTEXT01
  • 32.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Environmental education as epistemological imperialism: How Swedish exceptionalism is constructed through the Otherness Machinery2015Inngår i: Abstract list of WEEC 2015, WEEC , 2015, artikkel-id 185Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction: Sustainable development is often described as a global project, including everyone everywhere in the fight for a better ‘common future’. The aim of this paper is to problematize this inclusive project through an analysis of how good intentions in Environmental and Sustainability Education (ESE) construct and maintain differences between ‘Us’ and ‘Them’. We are interested in exposing social constructions of normality and otherness in the taken-for-granted good intentions within ESE. Objectives: The analysis focuses textbooks used in Swedish schools, how texts and pictures operate as cogwheels in what we call Otherness machinery, discursively constructing who is ‘normal’ and who is ‘the Other’. We examine how representations of race and nationality construct (un)desirable subjects inside the discourse of ESE. The theoretical framework builds on 1) critical race theory and whiteness studies and 2) theories on double gestures of inclusion and exclusion in education. When trying to help or foster the Orher, we are, at the same time, in a double gesture, constructing the ones in need as abjects, those who ‘need to be saved’ into a specific norm. Methods: The empirical material consists of teaching material about sustainable development: five textbooks in science, civics and geography for primary and lower secondary school and two thematic fact books for school. From the books, we extracted parts that were concerned with sustainable development and environmental issues for a closer analysis. In the analysis of the material, we studied how normality (in this case Swedishness) and Otherness are constructed and who (in terms of the entanglement of race and nationality) is representing what. The question is how Sweden, or ‘We’, is constructed in relation to the Other and what discursive consequences these positions have attached to them. Results: The result is presented through five dichotomies structuring the ESD discourse: Tradition/Civilization, Dirtiness/Purity, Chaos/Order, Ignorance/Morality and Helped/Helping. Through these dichotomies we show how differences between ‘Us’ and ‘Them’ are constructed and maintained in the textbooks about sustainable development and environment. Sweden, and Swedishness, are with help from different - uncivilized or immoral others - constructed as exceptional. We claim that these representations of race and nationality imply a colonial gaze. Conclusion: The paper addresses the risk that a child who engages in the ESE practice come to meet the world with a colonial gaze and an aim to foster the Other into a specific way of living. It discusses how the global project of sustainable development is transformed through a discourse of “Swedish exceptionalism”. In a double gesture of inclusion and exclusion, the rest of the world appears in need of help, development, or – in some cases – higher moral standards. The including ESE project must thus be understood as a colonial, and excluding practice – a form of epistemological imperialism.

  • 33.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    “Future citizens” discussing issues of today: how do children handle climate change issues in relation to their own lives?2012Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In public discourses on climate change and the future, children are often included as a metaphor for “future citizens”, the ones that will take the consequences for consumption and lifestyles of today. At the same time the discourse define them as excluded from the category “citizens of today”, since they lack experience, knowledge and responsibility. The question is, how do children themselves use their experiences and knowledge to handle the climate change issue and how do they express responsibility for their lifestyles and actions? In this study, 9-10 year olds in Sweden discuss issues about carbon dioxide reduction. We analyses how they use different discursive repertoires to legitimise or question their ‘normal’ everyday lifestyles. Conversations from 25 groups of children were audio-recorded, transcribed and coded. Six repertoires were identified: Everyday life; Self Interest; Environment; Science and Technology; Society; Justice. The everyday life repertoire was for example used when they related to the image of ‘normal’ lifestyle. Science and technological solutions were often suggested as ‘magic bullets’ to maintain or improve these. Arguments related to environment were commonly superior to other. Findings show that the children were able to negotiate real-world science of the kind used by engaged citizens, and able to discursively handle this complex issue. When the repertoires became in conflict, the children had to ‘renegotiate’ their own identities, and showed responsibility to change their lives. They positioned themselves as active contributors to society, using scientific ideas, among others, to understand the problems that affected their normal everyday lives.

  • 34.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development2015Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 173-182Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectiv- ity and faith in technological development. It emphasizes the right of the individ- ual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language.

    Fulltekst (pdf)
    FULLTEXT01
  • 35.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    KRAV-märkta barn i det neoliberala samhället2014Inngår i: Styrningskonst på utbildningsarenan: upphöjda begrepp i svensk utbildningsdiskurs / [ed] Thom Axelsson, Jutta Balldin, Jonas Qvarsebo, Studentlitteratur AB, 2014, s. 127-146Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Att alla människor måste sträva för en hållbar utveckling för världen har blivit en självklarhet i den allmänna debatten de senaste decennierna. Det sägs att ”alla” måste dra sitt strå till stacken för att bidra till en bättre värld, både ekonomiskt, socialt och inte minst ekologiskt. I talet om ”alla” har barnen en särskild roll, eftersom de omtalas som framtidens medborgare. Därför har skolan ett uppdrag att utbilda för hållbar utveckling, att fostra en specifik typ av medborgare. Frågan är dock vilka krav som ställs på denna önskvärda medborgare? Hur ser den önskvärda människan ut och vem konstrueras samtidigt som den som hotar den goda framtiden? Man kan också fråga sig vilka politiska ideal som materialiseras genom diskursen om ”Det KRAV-märkta barnet”, och hur dessa ideal kommuniceras som självklara istället för politiska.

  • 36.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Lost in Translation? Who is learning from SSI?2008Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Working with socio-scientific issues (SSI) is often said to be a successful way to engage students in science. Moreover it is said to make science relevant outside the school context. Work with SSI presupposes and may develop students’ competences as problem-solving, information literacy and argumentation. But what students does SSI suit? SSI-tasks deal with incomplete information, contain conflicting perspectives and media reports in this field are often biased. This means that students have to understand the context to interpret the tasks. In this study we compare how students from areas with different socio-economic status (SES) are able to deal with complex tasks, in which the students are supposed to retrieve information on their own. Our hypothesis is that so called mainstream students are more likely than non-mainstream-students to encounter ways of dealing with complex issues since they are continuous with mainstream students’ habits at home. The research questions are: What differences are there between the two groups of students in their experiences of working with SSI? How do they use different sources to solve their tasks? The data consists of questionnaires from 20 classes, 400 students and 20 teachers, in compulsory school in Sweden. 10 classes are from schools in areas characterized by low SES and high ethnic diversity. The other 10 classes are from areas with medium or high SES and low ethnic diversity, which means that the inhabitants are mostly ethnic Swedes. Criteria used for categorization in SES-groups are income, media use, employment level, educational level and family structure. The data are statistically processed during spring 2008. The study is a part of a larger study on what impact SSI have on Swedish students’ interest and learning.

  • 37.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Naturvetenskap i skolan2011Inngår i: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson, Bim Riddersporre, Natur & Kultur , 2011, s. 148-166Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I det här kapitlet har vi fört fram två områden som vi menar att skolan behöver arbeta med mer. Det ena rör sig om att utveckla elevers kunskaper i naturvetenskapens arbetssätt. Det andra utgår ifrån att naturvetenskapen måste vara relevant i förhållande till det omgivande samhället utanför skolans väggar, genom att ta utgångspunkt i aktuella samhällsdilemman. Förutom att dessa kompetenser har betydelse för barns förmåga att lösa problem och för att fatta beslut har inriktningen en annan effekt som är minst lika viktig: Elever får större variation i undervisningen och en möjlighet att få inflytande över sitt eget lärande. Genom att ett problemlösande arbetssätt får de ta större ansvar för genomförandet av aktiviteter. En utgångspunkt från aktuella samhällsdilemman skapar förutsättningar för att de frågor som berörs har betydelse för deras eget liv, vilket påverkar attityderna till undervisningen positivt.

  • 38.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Negotiating lifestyles? How Primary School Students Discuss their Impact on Global Warming2010Inngår i: Socio-cultural and Human Values in Science: Conference proceedings, University of Ljubljana , 2010, s. 1382-1384Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Researchers claim that school has failed to empower children as citizens of the future. To develop a new approach for planning educational practices we need to bring in the students‘ diverse backgrounds in classroom discussions. But in what ways is this possible to do? The aim of this paper is to analyse how children from different socio-cultural contexts bring in their interests, experiences and knowledge in discussions about climate change and reduction of CO2. The data come from a study in which >100 students have discussed global warming from an everyday perspective in focus-groups is used. Five schools, situated in districts with different socio-economic status in the city of Malmö, Sweden have been involved in the study. Two different themes stand out as important for the students‘ discussions; a) effective ways to lower carbon dioxide emission; b) consequences for the students themselves and their families. The discussions reveal that children‘s way to reason in controversial issues are related to their everyday life, they are trying to legitimate their own habits at the same time as they discussing possible sacrifices. Their different living conditions are mirrored in the way they consider the problem, but also in their way of discussing.

  • 39.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    ‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development2014Inngår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 55, nr 3, s. 369-386Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between ‘Us’ and ‘Them’. The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how ‘Us’ and ‘Them’ are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz’ notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/ order, ignorance/morality and helped/helping. We consider these dichotomies as cog- wheels operating in an ‘Otherness machinery’. Through this machinery, ‘We’ are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as ‘uncivilised’ or as a ‘bad’ Other in need of higher moral standards. With help from these two Others, ‘Swedish exceptionalism’ is formed. The ESD project could then be understood as a colonial and excluding project, and we ask how it is possible to avoid that ‘our common world’ only belong to ‘Us’?

  • 40.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Plantskola för naturvetenskap och hållbar utveckling2010Inngår i: Utbildningsvetenskap för förskolan, Natur & Kultur , 2010, s. 139-156Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Naturvetenskap uppfattas ofta som faktabaserat och svårt. Men det naturvetenskapliga arbetssättet innebär at kunna observera och ställa frågor, vilket är aktiviteter som man kan utveckla i förskolan. Arbetssätet kan till exempel användas för at undersöka frågor som rör hållbar utveckling och som knyter an till barnens vardag och de etiska dilemman som de ställs inför. I det här kapitlet resonerar vi om barns kompetens i förhållande till naturvetenskap och hållbar utveckling.

  • 41.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Primary science and conflicts of interests.2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this workshop we would like to discuss the importance of working with authentic cases which are related to everyday life at the same time as they involve conflicts of interest. We will also bring up the use of discussion as a pedagogical tool to engage and empower young children in environmental issues and help them develop action competence. Jensen and Schnack (2006) problematize environmental education. They emphasize that the task of the school is not to solve political problems. It is rather to mentally prepare students to take stand in societal issues in the future. We will present data from a pilot study from primary school in which 10 years old children are discussing global warming from an everyday perspective. The class was divided in five groups with four students in each. The discussions were audio-taped. Their task was to take stand for two among four different suggestions on how to lower carbon-dioxide emission. By this we want to show how students discuss a complex issue, how they make connections between a school task, their everyday life and the society, and what importance for the discussions these connections had. Two different themes stand out as important in the students’ discussions; a) effective ways to lower carbon dioxide emission; b) consequences for the students themselves and their families.

  • 42.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Science and Media. Who is learning from socio-scientific issues?2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    You cannot open a daily newspaper, listen to news on radio or watch TV without meeting numerous examples of topics which include science. They deal with environmental issues, health issues, etc. Such information is often unstructured and ambiguous and poorly contextualized. It raises the question of how young people can be citizens in a complex world, and what role school science has in helping students develop necessary skills, e.g., ability to critically scrutinize information and to make decisions for their personal and professional lives in the future (Ekborg et al. 2009). Working with socio-scientific issues (SSI) is often said to be a successful way to engage pupils in science and make science relevant outside the school context. Work with SSI presupposes, and possibly will develop, students’ competences as problem-solving, information literacy and argumentation. But what pupils does SSI suit? SSI-tasks deal with incomplete information, contain conflicting perspectives and media reports in this field are often biased (Ratcliffe& Grace 2003). This means that pupils need to understand, beside science, the social context to interpret the tasks. They have to be familiar with the public debate (Jarman& McClune2007) Pupils from multicultural schools tend to have lower grades in science than the average (Skolverket2006, Lee & Luykx2007). Language difficulties is not the only reason for the poor results. Also the feeling of exclusion from the Swedish society helps to explain the pattern (Parszyk 1999, Runfors 2003). This indicates that pupils from multicultural schools should have more difficulties working with SSI than pupils from monoculturalschools. They may be lost in translation. The aim is to compare how pupils from multicultural schools and pupils from monoculturalschools experience work with SSI, with focus on scientific citizenship.

    Fulltekst (pdf)
    FULLTEXT01
  • 43.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    "Se till att lyssna på oss!" Malmöbarn diskuterar klimatfrågan utifrån vardagsperspektiv2010Bok (Annet vitenskapelig)
    Abstract [sv]

    Den här skriften handlar om hur tioåringar i Malmö diskuterar hur de kan minska koldioxidutsläpp med hjälp av olika vardagshandlingar. När projektet sattes igång stod frågan om klimatförändringar högt på massmediernas dagordning. Klimattoppmötet i Köpenhamn hade ännu inte misslyckats och tidningarna var sedan länge fyllda med tips om hur man själv kan minska på koldioxidutsläppen. Tioåringarna fick ett uppdrag som gick ut på att väga fördelar mot nackdelar och ta ett beslut. De stod inför ett dilemma utan rätt svar, men med alternativ som skulle vägas mot varandra. Detta är en kompetens som har stor betydelse i ett modernt samhälle där individen själv måste välja och agera. Innehållet i boken är byggt kring elevernas diskussioner. Vår förhoppning är att citat från deras samtal ska spegla dels hur kompetenta elever är att diskutera den här typen av komplexa miljöfrågor, dels hur vardagslivet blir en del i diskussionerna och har betydelse för hur de argumenterar och tar ställning. Skriften syftar till att inspirera lärare och andra vuxna till att lyssna på barns röster när det gäller miljöfrågor och lita på att barn kan ta del i diskussioner om samhällsdilemman.

    Fulltekst (pdf)
    FULLTEXT01
  • 44. Ideland, Malin
    et al.
    Malmberg, Claes
    Vad är utbildning på vetenskaplig grund?2012Inngår i: Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare;, Malmö högskola, Fakulteten för lärande och samhälle , 2012, s. 5-7Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 45.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Varför ska man arbeta med aktuella samhällsdilemman i NO?2010Inngår i: Att arbeta med samhällsfrågor i NO-undervisningen i mångfaldens skola: rapport från forskningscirkeln, Resurscentrum för mångfaldens skola/FoU-utbildning, Malmö stad , 2010, s. 5-13Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 46.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Working with socio-scientific issues for citizenship2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Current media debates often have a basis in science, e.g. climate change, biotechnology, health issues, information technology. At the same time it is well known that students interest for school science decrease. They experience science as difficult, boring and not relevant to them. Aikenhead (2006) claims that science education often is training for the scientific world, not for citizenship in everyday world. He proposes a humanistic perspective on science as an alternative to “traditional” science education to involve more students in the culture of science. The research aim is to study how authentic society tasks can motivate Swedish students, year 7 to 9, to use science as a tool in understanding and solving authentic problems. The interest is also what knowledge the students develop and how this prepares them for being parts of public debates. During the first phase socio-scientific tasks are developed. Their aims are to get the students to understand the importance of scientific literacy for personal and societal well-being (Ratcliffe &Grace, 2003). This paper introduces the work with the development of motivating socio-scientific issues for citizenship. The tasks are based on Ratcliffe and Grace’s (2003) definitions of socio-scientific issues. The learning goals for the cases include three different types of knowledge; conceptual knowledge, procedural knowledge; attitudes and beliefs. Beside scientific conceptual knowledge, the students are supposed to, e.g., engage in cost-benefit analysis, ethical reasoning and evidence evaluation – especially on mass media reports. The learners are also supposed to clarify personal and societal values and recognize how values and beliefs are present in the scientific debate. This paper presents two socio-scientific tasks concerning biotechnologies and ecological food.

  • 47.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hillbur, Per
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Det KRAV-märkta barnet: Om subjektskonstruktioner i lärande för hållbar utveckling2015Inngår i: Vetenskapsrådets Resultatdialog 2015;, Vetenskapsrådet , 2015, s. 85-95Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Projektet Det KRAV-märkta barnet syftar till att normkritiskt problematisera lärande för hållbar utveckling. Hur bidrar denna praktik till att skapa normer för vem som är ”den goda” respektive ”den icke-önskvärda” människan? Studien, som analyserat läromedel och policydokument, visar hur skillnader mellan Vi och De Andra (re)produceras. Utifrån en idé om svensk exceptionalism konstrueras Vi som förnuftiga, altruistiska och utvecklade medan De Andra som okunniga och i behov av Vår hjälp. Det KRAV-märkta barnet är också handlingskraftigt och optimistiskt, medan uppgivenhet och ilska inte passar in i diskursen. Skyddet mot ”improduktiva” känslor blir att “göra saker” i termer av symbolhandlingar. Idén om “nödvändiga kunskaper” gör det KRAV-märkta barnet objektivt, teknologiskt lösningsinriktat och till en medveten konsument. Detta post-politiska förhållningssätt döljer strukturella orättvisor bakom individuella handlingsmöjligheter och det enskilda ”barnet” blir ansvarigt för hållbarhetsfrågorna.

    Fulltekst (pdf)
    FULLTEXT01
  • 48.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Nelson, Johan
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Nilsson, Karin
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Pettersson, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Rehn, Agneta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Sjöström, Jesper
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Zeidler, Annette
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare2012Rapport (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 49.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Winberg, Mikael
    Culturally Equipped for Socio-Scientific Issues? A comparative study on how teachers and students in mono- and multiethnic schools handle work with complex issues2011Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, nr 13, s. 1835-1859Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Socio-scientific issues (SSI) are not only said to increase students’ interest in science, but they also strengthen the generic skills of teamwork, problem-solving, and media literacy. At the same time, these skills are prerequisites for successful work with SSI. The aim of the study is to analyze what happens when SSI are implemented in science classrooms with various degrees of ethnic diversity and socio-cultural status. We are also interested in knowing how teachers structure the SSI work from discourses on what suits different students. Quantitative and qualitative methods are combined, for example, questionnaires and ethnographic fieldwork, presented through partial least squares analysis and thick descriptions. We can notice discursive differences between ‘Us’ and ‘The Other’ and between mono- and multiethnic schools. In an earlier research, images of differences between the different student groups emerged, and we can find these in the results from the questionnaires. In an observation study, another pattern appeared that indicated similarities rather than differences between mono- and multiethnic classrooms. The students are first of all inside the discourse of ‘the successful student.’ Noteworthy is that the teachers’ roles correspond better with the discourse than with how students actually act. The study also shows that SSI articulate a collision between different discourses on education: a discourse on differences between students in multiand monoethnic classrooms; a discourse on how to become a successful student; and a discourse on the school’s mission to educate participating citizens. It is suggested that schools should relate to, expose, and articulate discursive clashes that emerge when introducing new work forms.

  • 50.
    Ideland, Malin
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Winberg, Mikael
    Culturally equipped for SSI? How do teachers and students in mono- and multi-cultural schools handle work with complex issues?2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Socio-scientific issues (SSI) are said to be vehicles for raising students’ interest in science, but also for strengthening generic skills as team-work, problem-solving and media literacy. At the same time these skills are presumptions for successful work with SSI. How well equipped are students from homes with foreign background and low socio-economic status for working with SSI? They often have lower grades in science subjects. Authentic media texts may constrict bilingual students and it is pointed out that students from families with low socio-economic status are advantaged by strict framing. The purpose is to compare how teachers and students in mono- and multi-cultural schools work with and experience SSI. The paper will discuss a) teachers’ role taking in the classroom; b) how the students experience and deal with autonomous group work; c) to what degree and how the students use other sources than textbooks. Data from a quantitative and a qualitative study is presented and compared in the paper. Secondary school classes have worked with SSI-tasks. The quantitative study involves questionnaires from 1614 students. The qualitative study involves classroom observations from one mono- and one multicultural school.

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