Critical Knowledge Capability in Subject Matters for Transdisciplinary Teaching towards Environmental and Sustainability Literacy.

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Critical Knowledge Capability in Subject Matters for Transdisciplinary Teaching towards Environmental and Sustainability Literacy.

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Publication Conference other
Title Critical Knowledge Capability in Subject Matters for Transdisciplinary Teaching towards Environmental and Sustainability Literacy.
Author Nordén, Birgitta
Date 2017
English abstract
This is a study of transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The paper examines the argument that in these contexts, content and teaching forms are not established in advance, making it possible for students to develop critical knowledge capability, and go beyond simply holding a competence for acting in a defined and foreseeable situation that can be practiced in advance. Knowledge capabilities allow students to take adequate decisions in the future, as new situations occur and demand action-taking. 27 semi-structured interviews were conducted with 9 teachers and analysed using phenomenographic and contextual analysis. Two main approaches to transdisciplinary teaching were identified: one where they contributed but struggled with transdisciplinarity, and the other where teachers displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in a transdisciplinary framework. However, they experienced tensions between their resources and capabilities, and the challenges in devising learning activities and support structures for students that involve various dimensions. Despite their aspirations to achieve ESD learning goals expressed in the national curriculum, teacher teams frequently experience that they do not have full capability to cover a complex knowledge field. The paper concludes by arguing that by enhancing the ability to deal with global processes, involving critical thinking, skills and values, ESD inevitably attempts to foster students becoming responsible citizens. This is facilitated by approaches that - from the outset, integrate global and transdisciplinary dimensions, and thereby address the challenge of teaching about complexities with considerations of local situations, and diverse values or cultures. Importantly, working with the global dimension allows students to better understand conflicts of interest underlying different suggestions for dealing with sustainability issues.
Conference
NoFa 6 Conference 2017 (31 May 2017 : University of Southern Denmark, Odense, Denmark)
Link https://www.sdu.dk/-/media/files/om_sdu/institutter/ikv/konferencer+og+seminarer/2017+-+nofa6/abstracts+web+small.pdf .Icon
Language eng (iso)
Subject responsible citizens
integrate global and transdisciplinary dimensions
sustainability
upper secondary school
global dimension
transdisciplinary teaching of education for sustainable development
ESD
transdisciplinary teaching
teaching of education for sustainable development
empirical study
national curriculum,
teacher teams
deep-level learning
deep-level processing
learning process
critical knowledge capability
educational development
research
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Note General and subject specific knowledge about teaching and learning is ... (see Details for more)
Handle http://hdl.handle.net/2043/25014 Permalink to this page
Link https://www.sdu.dk/en/nofa6... (external link to related web page)
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