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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dc.contributor.author Nordén, Birgitta
dc.date.accessioned 2018-05-16T09:53:18Z
dc.date.available 2018-05-16T09:53:18Z
dc.date.issued 2017 en_US
dc.identifier.uri http://hdl.handle.net/2043/25014
dc.description.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. en_US
dc.language.iso eng en_US
dc.subject responsible citizens en_US
dc.subject integrate global and transdisciplinary dimensions en_US
dc.subject sustainability en_US
dc.subject upper secondary school en_US
dc.subject global dimension en_US
dc.subject transdisciplinary teaching of education for sustainable development en_US
dc.subject ESD en_US
dc.subject transdisciplinary teaching en_US
dc.subject teaching of education for sustainable development en_US
dc.subject empirical study en_US
dc.subject national curriculum, en_US
dc.subject teacher teams en_US
dc.subject deep-level learning en_US
dc.subject deep-level processing en_US
dc.subject learning process en_US
dc.subject critical knowledge capability en_US
dc.subject educational development en_US
dc.subject research en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title Critical Knowledge Capability in Subject Matters for Transdisciplinary Teaching towards Environmental and Sustainability Literacy. en_US
dc.type Conference other en_US
dc.relation.url https://www.sdu.dk/en/nofa6 en_US
dc.identifier.paperprint 0 en_US
dc.contributor.department Malmö University. Faculty of Education and Society
dc.description.other General and subject specific knowledge about teaching and learning is complementary. Both have the aim to understand and deal with problems of education in order to facilitate student learning. From a general position scholars are investigating general conditions for schooling, such as child development, social background, multilingualism, classroom management etc. and from a subject specific position scholars deal with legitimacy and importance of school subjects and investigate particular problems, traditions and discourses in the different subjects. en_US
dc.subject.srsc Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS en_US
dcterms.description.conferenceName NoFa 6 Conference 2017 en_US
dcterms.description.conferencePlace University of Southern Denmark, Odense, Denmark en_US
dcterms.description.conferenceYear 31 May 2017 en_US
dcterms.identifier.OAurl https://www.sdu.dk/-/media/files/om_sdu/institutter/ikv/konferencer+og+seminarer/2017+-+nofa6/abstracts+web+small.pdf en_US
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