A Didactic Model of Sustainability Commitment

Öhman, Johan; Sund, Louise

doi:10.3390/su13063083

Cited by 34 publications

(37 citation statements)

References 63 publications

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“…By putting it on the table and "making it free, " the teacher opens up possibilities for students to engage and study what is put on the table and make it meaningful for them. In other words, students' engagement in content that has been "put on the table" engenders open-ended inquiries which facilitate critical and plural points of view on the issue at hand (Öhman and Sund, 2021). Such an idea we believe is consistent with what Rucker (2020) means by teaching being only Bildung-supportive when it leaves the room "for the self-relationship of the learner with what is being learned and taught" (p. 59).…”

Section: Powerful Chemical Knowledge For Schooling: Chemoknowings And...mentioning

confidence: 57%

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

2022

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In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung. It means powerful knowledge containing embodied and relational (or tacit) dimensions. ChemoKnowings can therefore be described as embodied and relational knowledge in and about chemistry – (critical) chemical knowledge that matters meaningfully to the student, connecting them to themselves and the world, and conferring an ethical compass. By situating the teaching of ChemoKnowings within a vision for chemistry teaching as a part of a world-centered vision for schooling in the Anthropocene, ChemoKnowings are viewed as having the capacity to mobilise an ethico-socio-political action, that is, chemical agency. By focusing on student transformation of content for ChemoKnowings and integrating elements of a theoretical didaktik model for eco-reflexive chemistry education, we develop a vision-oriented didaktik model for ChemoKnowings. More generally, we argue that didaktik models for supporting teachers’ consideration of student transformation of content for powerful subject-knowings are an important part of general subject didaktik. We present in the article vignettes that detail personal accounts for each of the three authors describing examples of chemistry-specific knowings that matter meaningfully to each of us, and which articulate our own embodied ethico-socio-political actions as students, teachers, researchers, and consumers. Inspired by Klafki’s didaktik analysis, we end the article by proposing four areas of questions that the teacher can use in guiding their preparation and transformation of the content they bring into the classroom for promoting students’ ChemoKnowings, and thus Bildung in the 21st century.

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Section: Powerful Chemical Knowledge For Schooling: Chemoknowings And...mentioning

confidence: 57%

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

2022

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“…også Paulsen, 2022). Öhman & Sund (2021), der også traekker på Klafkis dannelsestaenkning, formulerer målet for UBU som det at udvikle elevernes baeredygtige engagement. Her forstås engagement "in line with the didactic concept of Bildung and the way in which teaching opens up a world for the student, thus opening the student for the world" (Öhman & Sund, 2021, s. 5).…”

Section: Ubu Og Dannelsesbegrebetmentioning

confidence: 99%

Lærerstuderendes forestillinger om bæredygtighed og Uddannelse for Bæredygtig Udvikling (UBU)

Rasmussen¹,

Qvortrup²

2023

LUP

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[DK]Vi står midt i en Uddannelse for Bæredygtig Udvikling (UBU)-æra foranlediget af et globalt kald på uddannelse og undervisning, der bidrager til en bæredygtig omstilling. Her spiller lærere – og dermed også læreruddannelser – en central rolle. Gennem abduktive analyser af lærerstuderendes gruppesamtaler om bæredygtighed og UBU undersøges deres forståelser af bæredygtighed og forestillinger om UBU. Undersøgelsen viser, at de lærerstuderende udviser en stor vilje i forhold til at gøre en forskel, men oplever at mangle et fundament, der gør det muligt at rette deres undervisning mod UBU. Samtidig abonnerer de på forskellige forståelser af bæredygtighedsbegreb. Mange henviser til en svag fortolkning, mens andre henviser til stærkere fortolkninger. På tværs af positionerne ser vi, at mange har det til fælles, at deres udlægninger er simple og ikke så nuancerede. Artiklen må ses som et bidrag i diskussionen om, hvilken rolle bæredygtighed og UBU kan og skal spille i fremtidens læreruddannelse. [UK]We are in the midst of an Education for Sustainable Development (ESD) era prompted by a global call for education and training that contributes to a sustainable transition. Here, teachers – and thus also teacher education – play a central role. Through abductive analyzes of teacher students’ group discussions about sustainability and ESD, their understandings of sustainability and ideas about ESD are examined. The study shows that the teacher students show a great will in relation to making a difference, but experience a lack of a foundation that makes it possible to direct their teaching towards ESD. At the same time, they subscribe to different understandings of the concept of sustainability. Many refer to a weak interpretation, while others refer to stronger interpretations. Across the positions, we see that many have it in common that their explanations are simple and not so nuanced. This article contributes to the current discussion about what role sustainability and ESD can and must play in future teacher education.

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“…2018). Opettajan rooli kestävän kehityksen soveltamisessa on merkittävä, koska opettajien luokkahuonekäytäntöjen on todettu vaikuttavan oppilaiden kokemuksiin ja siihen, miten he sitoutuvat kestävän kehityksen tavoitteisiin koulun ulkopuolella (Öhman & Sund 2021). Verrattuna muihin kouluaineisiin kestävän kehityksen roolia kieltenopetuksessa ja kieltenopettajien koulutuksessa on tähän mennessä tutkittu vain vähän (ks.…”

Section: Johdantounclassified

Kestävä kehitys kieltenopetuksessa: kieliaineiden opettajaopiskelijoiden käsityksiä kestävyysaiheista kielten oppitunneilla

et al. 2022

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We studied 1) how pre-service language teachers reacted to the assumption that they should acknowledge sustainable development in language teaching, 2) what considerations they gave to sorting sustainability themes based on their importance, and 3) what themes they considered easy, hard, familiar or unfamiliar to integrate into language teaching and why. We analyzed two questions from a sustainability themed questionnaire considering all dimensions of sustainable development and the group reflections of the pre-service language teachers directly after they had answered the questionnaire. The pre-service language teachers considered sustainable development to be of high importance but were concerned about whether they are qualified to include it in their teaching, and whether they have enough time for it. Based on our results, pre-service language teachers would benefit from schooling in sustainability education, and handling global and local issues separately could help them to better understand sustainability themes.

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A Didactic Model of Sustainability Commitment

Cited by 34 publications

References 63 publications

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

Lærerstuderendes forestillinger om bæredygtighed og Uddannelse for Bæredygtig Udvikling (UBU)

Kestävä kehitys kieltenopetuksessa: kieliaineiden opettajaopiskelijoiden käsityksiä kestävyysaiheista kielten oppitunneilla

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