Exploring students' learning challenges in environmental education

Rickinson, Mark; Lundholm, Cecilia

doi:10.1080/03057640802299627

Cited by 30 publications

(15 citation statements)

References 21 publications

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“…argue that Li probably wanted to please the interviewer initially by giving the 'morally correct' answer. This interpretation is in line with recent findings showing that students may not express their personal views and opinions when discussing environmental problems with the teacher (Rickinson & Lundholm, 2008;Rickinson, Lundholm, & Hopwood, 2009). Li might then have realised that it was not an exam and the interviewer was not his teacher who was going to grade his answers, which is evidenced by the frequent jokes and laughter heard in the audio data, and he therefore told his uttermost idea.…”

Section: Buying Small or Big Cars?supporting

confidence: 88%

Climate Change and Morality: Students' perspectives on the individual and society

Sternäng

Lundholm

2010

International Journal of Science Education

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There is a growing interest in addressing moral aspects in the research and education of socioscientific issues. This paper investigates students' interpretations of climate change from a moral perspective. The students were 14 years old, studying at Green Schools in the Beijing area, China. The study was based on semi-structured group interviews and the data were analysed from an intentional perspective, which means that both cognitive and situational aspects were taken into consideration in the analysis. Previous research has revealed a close relation between morality and socio-scientific issues and also advocated the need for addressing ethical aspects in science education. However, empirical studies exploring the question of what students' moral reasoning might look like at the individual level have not yet generated enough attention. In this study this is the core focus of interest. The findings show that the students conceptualise the solutions to mitigating climate change in relation to two different stances. That is, they contextualise the problems and solutions by addressing the individual, where the individual is either 'myself' or 'someone else'. The different notions of the individual become crucial as the students' views and considerations for the environment, as well as society, change according to the different contexts. From a moral point of view, the students seem quite unaware of their varying consideration for others, the environment and society. The paper ends with a discussion of implications for practice and research.

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Section: Buying Small or Big Cars?supporting

confidence: 88%

Climate Change and Morality: Students' perspectives on the individual and society

Sternäng

Lundholm

2010

International Journal of Science Education

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“…This review seeks to complement prior reviews of research that have examined the HESD knowledge base from the perspectives of implementation obstacles [18,19], teacher education [5,20], teaching and learning [14,[21][22][23], and conceptual models [24,25]. Furthermore, as noted above, this review also seeks to extend findings reported by Ávila and colleagues [16] in their bibliometric review of HESD research.…”

Section: Introductionmentioning

confidence: 84%

A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018

2019

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Over the last twenty years, higher education for sustainable development (HESD) has attracted increasing interest from scholars, students, and academic institutions globally. This bibliometric review of research analyzed 1459 Scopus-indexed documents related to higher education for sustainable development. The goals of the review were to document the volume, growth trajectory, and geographic distribution of the HESD literature, identify key authors, journals, and publications, analyze the intellectual structure of this knowledge base, and highlight emerging research issues. The review documented a rapidly growing knowledge base of recent vintage, mostly authored by scholars located in developed societies. Four core journals were identified, based on the volume of HESD publications and citation impact. Author co-citation analysis revealed three research clusters that underlie this knowledge base: Managing for Sustainability in Higher Education, HESD Competencies, and Implementation of HESD. This review provides a benchmark for future reviews of research on HESD, reveals the emerging intellectual structure of this inter-disciplinary field, and offers reference points for scholars entering this discipline.

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“…They identify broad approaches for teaching ESD, but find them difficult to put into practice (Corney 2006). It is also important for teachers to be aware that environmental subject matter can bring up strong emotional responses among the students and can consequently influence students' learning (Rickinson and Lundholm 2008). With suitable content, good pedagogical knowledge and a positive attitude, it is possible to influence students' attitudes (Summers, Corney, and Childs 2003).…”

Section: Esd In the Swedish Steering Documents For Upper Secondary Scmentioning

confidence: 98%

The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions

Borg

Gericke

Höglund

et al. 2012

Research in Science & Technological Education

162

154

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Background: According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose: The study aimed at investigating if and how teachers' subject area influences their ability to implement a holistic perspective of ESD; we investigated both the impact of teaching traditions and the barriers that teachers experienced. Sample: A stratified sample of 224 Swedish upper secondary schools participated. An online questionnaire was sent and answered by a total of 3229 teachers at these schools. In total, there were 669 science teachers, 373 social science teachers, 483 language teachers, 713 vocational and esthetical-practical teachers, and 739 teachers from other disciplines who participated in the survey. Design and methods: The questionnaire consisted of questions requiring Likertscale responses and multiple-choice questions. The data from the questionnaire were analyzed using Pearson's Chi-square test and one-way ANOVA. The significance level accepted was p < 0.05. Results: Teachers were influenced by their own subject traditions. Science teachers in our study were grounded in the fact-based tradition and lectures were the most common teaching method used. The teaching tradition of the social science teachers seemed to be most in line to an ESD approach. Many language teachers (41%) stated they did not include SD issues in their teaching at all. Among the barriers identified, the most common obstacles were that the teachers lacked inspiring examples of how to include SD in their teaching and that they lacked the necessary expertise about SD. Conclusion: This study highlights the need for the management within schools to create opportunities for teachers to work collaboratively when teaching ESD. It is also important to provide further training that is adjusted to the needs of different disciplines.

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Exploring students' learning challenges in environmental education

Cited by 30 publications

References 21 publications

Climate Change and Morality: Students' perspectives on the individual and society

Climate Change and Morality: Students' perspectives on the individual and society

A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018

The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions

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