Interdisciplinary primary school curriculum units for sustainable development
| Autor: | null Eli, null Munkebye, Eldri Scheie, Anja Gabrielsen, Arne Jordet, Stig Misund, Tone Nergård, Anne Bergljot Øyehaug |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Sustainable development
business.industry 05 social sciences 050301 education Norwegian 010501 environmental sciences Education for sustainable development 01 natural sciences VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 language.human_language Education Environmental education Political science Sustainability Consciousness raising language Engineering ethics business VDP::Social science: 200::Education: 280 0503 education Curriculum 0105 earth and related environmental sciences |
| Zdroj: | Environmental Education Research |
| ISSN: | 1350-4622 |
| Popis: | This is an Accepted Manuscript of an article published by Taylor & Francis in Environmental Education Research on 22 April 2020, available online: https://www.tandfonline.com/doi/abs/10.1080/13504622.2020.1750568. Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13 years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach. |
| Databáze: | OpenAIRE |
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