‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education

Iversen, Elisabeth; Jónsdóttir, Guðrún

doi:10.1080/13504622.2018.1455075

Cited by 25 publications

(25 citation statements)

References 40 publications

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“…Ten of the studies used qualitative methods only, 11 studies used a combination of qualitative and quantitative methods, with only four studies using exclusively quantitative methods and having sample sizes of more than 300 students. Articles were related to STEM with some focusing on mathematics (Althauser and Harter, 2016;Walkington and Bernacki, 2019), science (Buck et al, 2016;Francis et al, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Fűz, 2018;Bølling et al, 2019;Flanagan et al, 2019;Herman et al, 2019;Iversen and Jónsdóttir, 2019;Kermish-Allen et al, 2019;Kinslow et al, 2019;McClain and Zimmerman, 2019;Zimmerman et al, 2019;Littrell et al, 2020a;Littrell et al, 2020b;Land et al, 2020), technology (Litts et al, 2020), and general community issues with links to STEM pedagogy (Donnison and Marshman, 2018;Ritter et al, 2019;Kim et al, 2020). While most studies approached localized learning by taking students to community and environmental contexts outside of the classroom, other studies connected students with experts and their communities through the internet (Kermish-Allen et al, 2019) or brought the outside world into classrooms through virtual reality (Ritter et al, 2019;Boda and Brown, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Several articles identified the psychological and sociological benefits of students participating in their community which included an increased sense of empowerment, pride, and respect for their local community (Leonard et al, 2016;Zimmerman and Weible, 2017;Donnison and Marshman, 2018;Flanagan et al, 2019). This empowerment often manifested as compassion for nature and people impacted by socio-scientific issues (Herman et al, 2019;Iversen and Jónsdóttir, 2019), resulting in pro-activeness and advocacy within their local community (Donnison and Marshman, 2018;Flanagan et al, 2019). During and after the learning experiences, students were able to connect and learn together with others in their community including peers, family, and STEM professionals using correct field-specific terminology (Buck et al, 2016;Zimmerman and Weible, 2017).…”

Section: Development Of Students' Transferable Skillsmentioning

confidence: 99%

“…While most articles focused on student learning and experience, teachers' understanding of localized pedagogy was identified as a key determinant of the effectiveness of the teaching and learning that occurred (Buck et al, 2016;Iversen and Jónsdóttir, 2019). In one study, teachers who undertook workshop-based professional development reported an increase in knowledge of subject content and confidence in their ability to implement localized pedagogy (Althauser and Harter, 2016).…”

Section: Professional Development For Teachersmentioning

confidence: 99%

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Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.

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Section: Resultsmentioning

confidence: 99%

Section: Development Of Students' Transferable Skillsmentioning

confidence: 99%

Section: Professional Development For Teachersmentioning

confidence: 99%

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Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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“…In the study of Mackey [39], young children also saw their responsibilities and seemed confident and competent to make the decision on how to act appropriately within a local context. According to Iversen and Jónsdóttir [40], the out-of-school activities and students' SSI assignments are important factors of promoting citizenship particularly when located in their own district. In their study, supported by the teachers, the students contacted the municipality, comprising the local decision-makers which led to the students being invited to interview planning managers from the municipality.…”

Section: Youth and Participationmentioning

confidence: 99%

Promoting Participation in Society through Science Education

et al. 2018

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Participation in society can be promoted through science education. This study considers an example of how a lower secondary school teacher integrated participation in society into physics studies and how students (n = 20) perceived the participation exercise. In the learning process, students exchanged knowledge and tools with others and produced knowledge for the community in the form of a citizen’s initiative leading to an action by the municipality: the painting of a pedestrian crossing. The students were keen to exercise participation and produce information through inquiries for their citizen initiative. After the intervention, most of the students expressed their willingness to participate in society and act as active citizens, they perceived that they have the means and opportunities, as well as the possibility to find support to participate and influence. Students were willing to participate particularly in their local communities. Students perceived that they learned and gained competences while participating. Students acknowledged knowledge as a base of the decision, which may promote perceived value of physics and associated careers. Students also highlighted collaboration and shared experiences, which may create engagement and participation concerning the scientific issues to which they relate. Similar participation exercises are possible in other contexts and countries. Further studies should focus on different participation exercises to gain more knowledge about young people’s experiences on participation.

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“…Also, within schools and universities, among teachers, there is a broad consensus that this issue that largely affects our planet and the life of its inhabitants requires substantial attention in education (Tomas et al ., 2017). The way in which this is put into practice varies across a diversity of fact‐based, normative and pluralistic approaches (Öhman and Östman, 2019), including a multitude of the so‐called ‘problem‐based’ educational practices dealing with ‘real‐world’ issues (Iversen and Jónsdóttir, 2019; Larsson and Holmberg, 2018; UNESCO, 2018). Furthermore, students are also concerned about socio‐ecological problems such as climate change (Ojala, 2013; 2016; 2019).…”

Section: The Need For Engagement Versus the Risk Of Instrumentalisationmentioning

confidence: 99%

The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach

Poeck¹,

Östman²

2020

Journal of Philosophy of Education

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This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory-underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity-they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so.

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‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education

Cited by 25 publications

References 40 publications

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Promoting Participation in Society through Science Education

The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach

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