Masteruppsatser (IDPP)

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Apelsiner och sardiner - en studie av kunskapande processer i tillblivelse
(2017-12-08) Jonsson, Yvonne; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
In this master thesis I am examining my own pratical and aestethic knowledge processes as reflective practice in their intra-active becoming. My (re)search is informed by the entanglement of matter, theory and method. Through writing as a method of inquiry I interconnect my practice as a teacher with different approaches to pratical knowledge, such as Michael Polanyis tacit knowledge, John Deweys concept of experience, Donald Schöns reflection-in-action and Karen Barads agential realism which offers an understanding of the nature of material-discursive practices. This (re)search has shown me how thinking away from dicotomies, such as nature-culture, object-subject and matter-meaning, towards intra-action and performativity, is valuable for a teaching practice and for a more entangled understanding of the relations in knowledge production.
Assessing transformative learning impacts on 1st year university students using large-scale conservation projects on students’ environmental attitudes and pro-environmental behaviors
(2023-06-26) Stiegemeier, Dylan; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: The world today is facing many environmental and sustainability problems.The aim of this research project is to examine the effects of large scale conservation projects on participants' environmental attitudes and pro-environmental behaviors. In this research study participants in a USA based study abroad program in Costa Rica planted 1000 native hardwood trees in the Barbilla-Destierro Biological Subcorridor to offset their carbon emissions from travel to and from the program site. The key factors contributing to transformational effects were examined through a survey and qualitative interviews with participants. Theory: Education that is truly transformative and enables students and youth to engage with environmental problems and become solution oriented thinkers is needed in educational programs and institutions today.Transformative education is teaching and learning geared to motivate and empower happy and healthy learners to transform taken-for-granted frames of reference and make them more reflective guiding them to action at the individual, community and global level. Method: A mixed method research approach using survey data and qualitative interviews with students who attended a large scale tree planting conservation project in Costa Rica, was developed to examine transformational learning effects as well as effects on participant’s environmental attitudes and pro-environmental behaviors. A general inductive approach was used to condense the raw data and interview transcripts into a brief summary format. Patterns and themes in the interviews emerged to provide a clear understanding of four key reasons Tree Planting Day was a transformative educational experience. Results: Large scale conservation activities like tree planting can unlock the door to a transformative educational experience. Large scale conservation activities change environmental attitudes in the short-term. However, strong environmental attitudes were not linked or strong indicators of pro-environmental behavior change longitudinally six months after attending Tree Planting Day. When assessing transformative effects, connection to place, community-building and team-work, experiential learning or hands in the dirt activities, giving-back and volunteering, as well as having the activity connected to multiple disciplines were instrumental in creating transformational educational experience for participants.
Att iscensätta lärande i estetiska ämnen. Ett exempel från bildområdet
(2013-02-18) Häggström, Margaretha; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Syfte Det övergripande syftet med studien är att identifiera det specifika lärande som elever kan erövra och kommunicera genom estetiska lärprocesser i bildämnet, sett ur en bildlärarstudents perspektiv, baserat på två bilduppgifter studenten planerat och genomfört under sin praktikperiod på en gymnasieskola. Ett underställt syfte är att urskilja lärarstudentens uppfattning om lärande, kopplat till dennes utbildning. Förutom lärarstudenten intervjuas en av de deltagande gymnasieeleverna. Vägledande frågor för studien är: • Vilken typ av lärande och kunskap bidrar de estetiska ämnena med? • Hur kan vi använda det specifika lärande som estetiken kan ge, som ett verktyg i skolan som helhet? I intervjuerna har följande frågeställning varit vägledande: • Vilka uppfattningar om lärande framträder i gymnasieelevens och lärarstudentens samtal? Metod I insamling och produktion av data har jag använt en etnografisk metod, som närmar sig en så kallad självetnografi, inom vilken man intresserar sig för det som händer i forskarens närmiljö. Det innebär att jag i hög grad har ett inifrånperspektiv och är även en del av studiematerialet, såtillvida att jag till vardags är de deltagande gymnasieelevernas lärare, och handledare för lärarstudenten, vars bilduppgifter utgör studiens objekt. Analysarbetet har sin utgångspunkt i Knud Illeris lärmodell och i en livsvärldsansats. Illeris ger en mycket vid definition av lärande och håller i sin modell fast vid komplexiteten i lärprocesser, och inrymmer psykologiska, biologiska såväl som samhällsvetenskapliga perspektiv och teorier, och jag delar hans helhetsinriktade förståelse av lärande. Undersökningens ansats utgår från verklighetens komplexitet och jag ser samband mellan Illeris förståelse av lärprocesser, multimodalitet, en etnografisk metod och livsvärldsfenomenologin. Studien bygger på fältanteckningar från deltagande observationer från lektionstillfällen, intervju med en gymnasieelev, samtal med bildlärarstudent samt foton av gymnasieelevernas iscensättningar av skapade karaktärer. I intervjun med gymnasieeleven närmar jag mig metoden för fotoelicitering. Den omfattande litteraturgenomgången kan därtill ses som en studie i sig, där lärande är centralt och där olika ingångar till estetiska lärprocesser undersökts. Resultat De av bildlärarstudenten genomförda bilduppgifter, vilka utgör studiens objekt, utgår från ett slags medagerandets pedagogik som sätter ett dramatiserat berättande i centrum. Dialog och kommunikation är centralt i lärandet och elevernas sinnen och känslor bejakas som vägar till förståelse och kunskap. Det är ett multimodalt lärande som erbjuds i lärarstudentens bilduppgifter. Jag vill särskilt framhålla att eleverna ges möjlighet att lära sig både på ett assimilerande och ackommodativt sätt, och att de elever som orkar/vågar utmana sig själva kan påbörja ett transformativt lärande. Under ungdomsåren är behovet av identifikation stort och jag ser studiens bilduppgifter som exempel på hur vi i skolan kan ta avstamp i detta behov och samtidigt utmana eleverna att prova nya roller och perspektiv, och därigenom vidga sina erfarenhetshorisonter, sin livsvärld.
ATT VARA LÄRARE I OMVÄRLDEN En fenomenologisk hermeneutisk studie av hur lärarstudenter med bakgrund som civilingenjörer erfar att vara lärare.
(2020-04-07) Mitiche, Annette; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Syftet är att undersöka hur lärarstudenter med bakgrund som civilingenjör erfar att vara lärare under en ett-årig lärarutbildning (KPU). Studiens mer specifika syfte är att fånga centrala aspekter av identitetsskapande rörelser i att vara lärare hos lärarstudenter. Studien utgör en ansats för empirisk forskning som riktar sig till den fenomenologi och hermeneutik som anses adekvat för undersökningen, med det ontologiska antagandet (Heidegger, 2013) att människan och dess omvärld utgör en helhet som är i världen. Det fenomenologiska hermeneutiska perspektivet utgörs tillsammans med pedagogisk forskning om läraridentitet det teoretiska ramverket. En kvalitativ metod har valts i studien, där både teori och metod utgörs av det fenomenologisk hermeneutiska perspektivet. Fyra lärarstudenter har intervjuats både strax innan de påbörjar lärarutbildningen och i slutet av utbildningen, där de har skrivit reflektionsanteckningar emellan dessa tillfällen. Att identiteten som civilingenjör påverkar identiteten som lärare går som en gemensam rörelse genom studien tillsammans med individuella erfarenheter som blir tydliga hos enskilda lärarstudenter. Från början har de en förhoppning att genom lärarutbildningen lära sig de metoder och teorier som behövs för att bli lärare. Genom utbildningen upptäcker de att läraryrket är mer komplext än vad de först trodde. Lärarstudenterna ser sig som förebilder till att stötta elever att utveckla goda förmågor till att bli framtida vuxna. Lärarstudenterna vill även stimulera eleverna att få samma djupa intresse för det egna ämnet som studenterna själva har. Det handlar både om elevernas egen relation till ämnet men också utifrån att de ska vara rustade för kommande yrkesliv. Det meningsfulla med att vara lärare för de fyra lärarstudenterna utvecklas genom utbildningen till att vara relationen mellan ämneskunskaper, undervisning, lärande och elever, som utgörs av en gemensam helhet. Studien visar att lärarstudenterna skapar sitt eget handlingsutrymme utifrån handlingar och reflektioner i att vara lärare i omvärlden.
BEDÖMNING AV KUNSKAPER OM SYSTEMATISKA UNDERSÖKNINGAR I NATURVETENSKAP
(2025-09-26) Börjesson, Git; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: Teachers working in the Swedish Compulsory School are facing challenges regarding assessment overall and particular in assessing knowledge in Scientific Inuiry (Systematisk undersökning i naturvetenskap). The object of this research project is a quantitative method of assessment called Cognitive Diagnostic Assessment combined with Cognitive Diagnostic Models (CDA/CDM). The aim of the project is to examine if well enough measure regarding reliability of the method, is reachable with sample size originating from an ordinary Swedish classroom. The aim is also to examine what diagnostic information about the students knowledge a teacher might get from a CDA/CDM, in the context of Scientific Inquiry. Theory: Cognitivism describes learning as constructing structures that in turn impacts our thinking. The structures are unobservable, but we can observe signs of those structures. Knowledge is regarded as a latent variable. We cannot measure knowledge as we can measure shoe size, instead we must measure signs of knowledge. Psychometrics are ways of measure signs of latent variables. Cognitivism interacts with psychometrics in CDA to seek knowledge about a person´s true knowledge. Method: The aim of this research project is to examine the assessment method CDA/CDM but at the same time CDA/CDM is the method of the project. The CDA/CDM is conducted using the software RStudio with the package ”GDINA”. Both statistics and knowledge in subject matter didactics in science education are used to analyse the results generated in RStudio. Results: This research project shows that the method CDA/CDM generate well enough measurement regarding model fit and item fit with small samples (as in the classroom) if the actual sample is supplemented with simulated data. The results also indicate that this particular CDA/CDM only can be applied to the group of students, not to the individual student. In regard to this particular CDA/CDM it turned out the students could benefit from education concerning the design of a scientific inquiry (undersökningsdesign) and the concept of researchable question.
BILD OCH MATEMATIK – TVÅ KREATIVA ÄMNEN. Om interdisciplinära samarbeten i gymnasieskolans estetiska program
(2024-09-27) Warren, Terrie; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
This study aims to provide a comprehensive understanding of interdisciplinary collaborations between Art and Mathematics within the Arts program at the upper secondary school level. Grounded in sociocultural theory, this study explores learning through language, action, and context, drawing on the works of theorists such as Lev Vygotsky (1995/2016), John Dewey (1897/2011) and Roger Säljö (2020). Through semi-structured interviews, educators in both Art and Mathematics discuss shared subject content and explore opportunities and obstacles in fostering a collaborative culture within the Arts program at the upper secondary school level. The study reveals common subject content in Art and Mathematics suitable for interdisciplinary collaboration. Structural challenges, including time constraints, organizational issues, and composition of ‘work teams’, emerge as significant obstacles to collaboration.
BIOPHILIC VALUES AS PATHWAYS TO NATURE CONNECTEDNESS IN UPPER SECONDARY STUDENTS AN ACTION RESEARCH STUDY
(2022-06-29) Kers, Karin; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: The purpose of the study was to investigate the effectiveness of activating the five biophilic values of emotion, contact, meaning, beauty, and compassion to increase upper secondary students’ nature connectedness and thereby their pro-environmental attitudes and behaviours. Theory: The study was mainly based on the theory of the five biophilic values as pathways to nature connectedness; while also drawing on experiential learning theory, and the EYE for Sustainability Learning Tool. Method: The research was conducted as an action research study of quasi-experimental pretest-posttest static nonequivalent comparison groups design. Mixed-methods consisting of a questionnaire with the established scales for measuring nature connectedness, the Connectedness to Nature Scale (CNS), the Nature Relatedness scale (NR-21) and the Inclusion of Nature in Self scale (INS); and qualitative and arts-based methods for a select number of students; comprising reflective texts, interviews, and drawings; were utilised to measure participants nature connectedness in the pre- and posttest. PEAB was measured by a PEAB scale and in interviews and reflective texts. Participants in the intervention group were out of convenience students from the researchers own social science classes (aged 16-17) and the control group consisted of students in the grade above (aged 17-18), all other characteristics being similar. Results: Firstly, results showed that the IG increased their nature connectedness more than the CG as measured by the NR-21, CSN and INS; this was also found in some of the interviews and reflective texts while the drawings were more difficult to interpret. Secondly, the IG increased their PEAB more than the CG as measured by the PEAB scale and through interviews and reflective texts. Findings indicated that the five biophilic values are effective in increasing nature connectedness and PEAB in upper secondary students.
Catching waves for sustainability? Investigating action oriented ESD for young surfers
(2023-10-12) Salge, Daja Malin; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: As the surf lifestyle and industry are touching environmental, social and economic sustainability issues, this research aims to investigate action oriented ESD in an institution that is offering surfing activities, to explore and improve educational pathways that contribute to the promotion of sustainable action among surfers. Theory: For reaching this aim, theoretical approaches regarding pro-environmental actions are considered, and thus the corresponding educational framework of Action Competence is embedded as a central theoretical component, to plan, implement and evaluate an ESD program. Additionally, here the approach of Constructive Alignment is used as a tool in order to design educational activities. Method: In this study, the planning, implementation and evaluation of an ESD program of a surf school was collaboratively investigated from within one chosen institution, using the methodology of Participatory Action Research. Results: On the one hand, the research has revealed that relevant practical insights have been gained regarding the planning, implementation and evaluation of the ESD program - for example, in terms of meaningful materials, tools and activities for sustainability education, as these were identified as mostly contributing to trigger Action Competence for sustainability among the young surfers. On the other hand, it has been found that the planning, implementation, and evaluation of the program has had an impact on the chosen institution, as the PAR process has helped to foster motivation, knowledge, sense of responsibility and belief in their own ability to act sustainably as individuals and collectively.
Competency over complaceny - A content analysis of sustainable competencies and abilities within the Swedish school-age educare
(2022-10-05) Johansson, Mikaela; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
This content analysis combines the fields Education for Sustainable Development (ESD) and Swedish School-age Educare (SAEC) by looking at Key Sustainable Competencies and abilities within documents related to the SAEC and/or ESD. The documents are authored by the Swedish National Agency of Education (SNAE) and are chosen due to their relation to the SAEC teachers, most prominent being the Swedish National Curriculum and an ESD-module. The aim of the study is to explore the connections between Key Competencies and abilities within these documents. To do such, Redman and Wieks’ (2021) framework for advancing sustainability, including their definition of Key Sustainable Competencies, were used as a theoretical framework, combined with content analysis through the SALSA method (Search, AppraisaL, Synthesis and Analysis) as explained by Booth et al (2012). The results were achieved by coding and thematizing the data in relation to the Key Competencies and the abilities mentioned in the documents. These result show that the abilities mentioned in the data are generic and content independent, which sets them apart from the specific and content dependent Key Competencies (due to their relation to sustainable development (SD). There are no direct mentions of Key Competencies in the documents but connections were found between the descriptors and definitions of the Key Competencies and the abilities. These connections resulted in eight themes; Change Perspective, Others, Self, Action Competence, Creativity, Problemsolving, Critical Thinking, and Evaluation. These themes are generic and content independent, they are influenced by the Key Competencies and what the SNAE defines as important for ESD and they relate to each other and overlap. The fact that these themes are generic can prove difficult when trying to teach students to act towards sustainability. Other conclusions are that the SAEC teachers are not provided with much material and information on ESD, and that the curriculum holds no explanation to what SD is. What is needed for the SAEC teachers are more information and knowledge on ESD as well as resources to teach SD. Aim: The aim is to identify prevalent Key Competencies and explore their connection to abilities within the ESD and SAEC related data. Theory: The theoretical framework is based on Redman and Wieks’ (2021) framework to advance sustainability through Key Sustainable Competencies. Method: Content analysis by way of the SALSA method (Search, AppraisaL, Synthesis and Analysis) as explained by Booth et al (2021). Results: There are no direct mentions of Key Competencies in the data. The explored connection between Key Competencies and abilities resulted in eight themes. These themes are generic and subject independent (as opposed to the specific and content dependent Key Competencies). Results also show a lack of information on ESD/SD available to SAEC teachers.
Cultivating sustainable development mindsets - A comparative analysis of collaborative experiential learning in business education
(2024-09-24) Fongha Ngu, Javis; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: This study aims to investigate how business students at the bachelor and master's levels, specifically from Karlstad Business School and the School of Business, Economics, and Law at Gothenburg University, perceive and engage with Collaborative Experiential Learning, Education for Sustainable Development, and Mindset Development. Theory:The theoretical framework guiding this study synthesizes the concepts of collaborative experiential learning, transformative learning, and mindset development, creating a cohesive foundation for investigating their intersection in the context of business education. Method:This study’s employs a qualitative research design to delve into the impacts of collaborative experiential learning on the development of sustainable mindsets among business students by conducting a comparative analysis across two diverse business schools. Findings:The exploration culminates in an examination of the impactful learning outcomes associated with collaborative experiential learning. Through reflective narratives, students elucidate the skills, knowledge, and attitudes acquired through collaborative endeavours and their significant implications for sustainable business engagement. From enhanced decision-making capabilities to a deeper understanding of sustainability frameworks, students articulate the transformative effects of collaborative learning on their personal and professional development. The study further highlights the tangible impact of collaborative experiential learning in fostering sustainable mindsets among business students, thereby contributing to the ongoing discourse on innovative pedagogical approaches in business education. Additionally, it offers valuable insights for educators seeking to integrate experiential and sustainable learning practices into their curricula, ultimately shaping more responsible and sustainability-conscious business leaders.
Dags att ta plats i katedern – en hermeneutisk studie av katederundervisningsbegreppet på en mediearena
(2018-10-25) Rådegran, Cecilia; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
The aim of this thesis is to explore the concept of ’katederundervisning’ (teacher-centered teaching) in an educational debate that took place in the Swedish daily paper Dagens Nyheter in 2011. 2011 was the year of a comprehensive educational reform, and the debate in question started with an article written by then minister of education and called out the need of more ’katederundervisning’ in Swedish schools. Though the debate studied here took place in 2011, the same kind of rhetorics are still used in the public debate today, which stresses the importance to keep exploring the subject. Using a hermeneutic, thematic method, this thesis in a first phase of analysis studies how the term ’katederundervisning’ is used in the debate, and what beliefs about knowledge can be identified in connection to the use of the concept in question. In a second phase of analysis, ’katederundervisning’ and the themes and patterns that emerge from the text are discussed from the perspective of education primarily viewed as human capital, and education viewed from the perspective of bildung. The thesis argues that the term ’katederundervisning’ is more than a description of a method for teaching. Instead, it is a normative concept that implies fundamental ideas about what knowledge is, and what kind of knowledge should be held as important in school. Furthermore, the perspectives of human capital and bildung help identify and clarify basic differences of opinion that are rarely mentioned or discussed in the contemporary polemical, and often simplified, public debate that evolves around education.
Datorbaserad bedömning i språk forskningsläge, erfarenheter och implikationer
(2014-04-14) Lindqvist, AnnaKarin; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
To support uniform and fair assessment of Swedish students’ English language competences, mandatory National tests are provided both for secondary and upper secondary education. The current thesis may be seen as a contribution to the further development and validation of these tests, with regard to the likely introduction of computerized testing methods. The aim is to gain further knowledge from current research in the field, to study and elucidate international experiences of implementation, and to gather and analyze feedback from students and teachers. Based on my findings, some tentative conclusions will be drawn, and recommendations made concerning future developments. During the last few decades technology has become an integrated part of language use in most domains. When reading, writing and communicating in other ways, computers are replacing traditional paper-and-pencil methods. Assessment has to follow and adjust to this (r)evolution. Computer based language materials for teaching and assessment are widely spread and many countries have introduced large-scale computer based language testing. In Sweden this journey has cautiously begun and it is probably more a question of how, than if the Swedish national tests of English will be computer based in the near future. The study shows that the most important issues in research about computer based assessment concern different aspects of validity. The impact of rubric on the assessed construct is essential, that is the impact of ‘the how’ on ‘the what’. Depending on the extent to which software, innovative formats and the Internet are involved in the assessment process, the test construct must be revised and redefined accordingly. A possible new construct, as well as validity aspects of equity/fairness, practicality, accountability and good practice are emphasized in the literature. Washback-effects at different levels are discussed, and several researchers raise warnings against letting technology drive the development of good assessment towards ‘efficiency’ and overuse of simple formats. The empirical study undertaken was carried out at six Swedish schools, with more than 200 students and their 12 teachers. Contacts with the University in Bergen made it possible to use national computer based tests of English reading proficiency, already implemented in Norway. The study was performed using a case study approach. Each school was visited twice, for introductory meetings and for observation of the test taking process; field-notes were taken on these occasions. Questionnaires were answered, by students before and after taking the test and by teachers and head teachers in retrospect, with similar questions to allow comparisons. Data were analyzed inductively from both a quantitative and a qualitative perspective, and allow certain triangulation. The results indicate that the participating schools do not (yet) have the required resources to perform national computer based tests in a secure way, and the respondents agree that computers are seldom used in their English classrooms. All respondents are positive to the idea of computer based testing of English and to the actual tests as such, younger students, and boys, being the most motivated. The students also point out motivational aspects concerning, for instance, anxiety and show valuable insight in validity related aspects. The conclusion of the thesis is that the [likely] implementation of computerized testing methods in the Swedish school system must build on research and needs to take into account opinions and suggestions of future users, not least those expressed by students.
Det rätta valet. En fallstudie av skolpersonals upplevelser av att vara konkurrensutsatta på en gymnasieskola
(2022-10-05) Granberg, Per-Olof; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
The aim of this thesis has been to explore and to analyze how school choices provide different scenarios in a Swedish upper secondary school under the pressure of an urban local school market. The aim is to increase knowledge on how different perspectives can be found in this context by both teachers, student health care team, and school management. A theoretical approach aims to use the concept of performativity to further analyze the different pattern in an optional Swedish upper secondary school. The study used a method, with thematic analysis of transcribed semi-structured interviews based on a method described by Brown &Clarke (2013), then further analyzed with a theoretical framework inspired by the work of Stephen J Ball. The result shows four main themes in how teachers, student health care team, and school management talks about school market competition. The four themes; the winning team, a knowledge with a caretaking team, and a client-based approach, and a correct response, are all more or less seen in this context by both teachers, student health care team, and school management. Among some of the conclusions found in this study are that a client-based approach or performativity can be seen both by teachers, team of student health care, and school management in a Swedish upper secondary school, and can be seen as an answer to the system of an urban local school market
DIDAKTISKA PERSPEKTIV PÅ EN BILDUNG-ORIENTERAD BIOLOGIUNDERVISNING -en analys utifrån tysk bildningstradition med exempel från biologilärares praktik på folkhögskola
(2024-03-26) Degerstedt, Christina; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: The aim of the study is to show how a Bildung-oriented biology teaching could be designed, along with providing classroom examples of such teaching. In this study, the term Bildung, is defined based on the German Didaktik tradition as competences for self-determination, constructive participation in society, and solidarity. Theory: The study is based om Englund´s thoughts of teaching as didactic choices that express different views of meaning, socialisation, method, and context. This is referred to as companion meanings. Additionally, the theoretical framework is influenced by Gadamer´s thoughts on understanding through dialogue and Klafki´s didactic analysis of educational content for Bildung-orientated approaches. Method: The empirical qualitative study is based on ten semi-structured interviews of biology teachers at Swedish Folkhögskola. Through these interviews, the study explores the companion meanings of Bildung expressed by the teachers Results: In the study, most teachers view dialogue as a central component of their biology teaching. According to their descriptions, dialogue serves as a method to connect content with participants’ life-world experiences, incorporate multiple perspectives, enhance expressive abilities, and deepen understanding of biology. The teachers also provide examples of how dialogue, outdoor teaching, practical work, and focus on socio-scientific issues increase interest in and accessibility of the biology curriculum. Additionally, most teachers emphasize the importance of relationships and cooperative work in their teaching. They express that students gain strength as individuals by participating in a social context. Self-determination is also supported through tools for learning and critical thinking. Various levels of co-determination are mentioned in the interviews. Some teachers discuss the link between biology knowledge and active citizenship. During biology lesson planning, some teachers aim for context, holistic approaches, and subject integration. The results indicates that a biology education designed based on Gadamer’s and Klafki’s thoughts on Bildung has the potential to generate interest in the subject of biology, make the subject matter accessible, deepen biological knowledge, and focus on active citizenship for a sustainable future
EDUCATION FOR SUSTAINABLE DEVELOPMENT IN ONLINE LEARNING ENVIRONMENTS STUDENTS’ CONCEPTION OF ESD/SD AND DEVELOPMENT OF CRITICAL THINKING
(2020-10-27) Barbora, Kubista; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: The aim of this study is to examine students' beliefs about "education for sustainable development", "sustainable development" and development of critical thinking after experiencing online interactions with peers and teachers in an online programme focused on education for sustainable development (Education for Sustainable Development Master´s Programme at University of Gothenburg). Theory: Four concepts were introduced to bring together the theoretical framework; "education for sustainable development", "online learning environment", "adult learning" and "critical thinking". Method: The research was conducted with a qualitative methodological approach and data was collected via semi-structured interviews with 7 students. These interviews took place in an online environment (ZOOM meetings). Thematic analysis was applied on the collected data while findings were complemented by a literature survey. Results: It was found that the programme experience led to perceived changes in students’ understanding of sustainability between the start and finish of the programme The evidence was presented in the form of students’ understanding of the complexity of "sustainable development" and "education for sustainable development" also in its interdisciplinary and transnational context; understanding the system connectivity for example when relating the future of sustainable development to the ongoing COVID-19 pandemic. Most students believed that they learned critical thinking, self-directed learning, to feel personal responsibility and to apply "glocal" approach when looking for solutions to sustainability problems. These new insights were mainly collected by reading the literature list and completing assignments. Unanticipated result of the research was the finding that human interaction in the ESD programme is extremely important for students learning experience. Student perceive that they would largely profit from having on-line meetings both with the tutors and peers that resemble face-to-face situation.
EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SÁPMI An interview study with Sámi education professionals addressing the challenges and opportunities for respecting cultural diversity in education
(2021-06-28) Österlund Picó, Sara; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
In connection to global ESD discourse concerning the need for education to respect cultural diversity, the aim of this study is to investigate challenges and opportunities encountered by Sámi education professionals regarding the implementation of Sámi education in Sápmi. To meet this purpose, the study addresses the following research questions: How do Sámi education professionals describe: i) culturally appropriate and locally relevant education in Sápmi? ii) challenges and opportunities for implementing culturally appropriate and locally relevant education in Sápmi? To analyze the empirical material obtained through semi-structured interviews, a theoretical framework grounded in decolonial theory, using the concept of epistemic justice and critical place-based pedagogy, is applied. The results demonstrate that culturally appropriate and locally relevant education in Sápmi is described as including content adapted to the learner’s perspective and cultural context, involving connections to the wider community through shared values, language and practices related to intergenerational learning. Further aspects include connections between Sámi culture and the living environment and its places through feelings of accountability and care, regarding them as sources and repositories of knowledge, as well as sites of connections to ancestry. Challenges for implementing Sámi education are described as dealing with the long-time consequences of colonialism, including assimilationist and discriminatory politics and attitudes, resulting in loss of language and connection to cultural heritage. Further challenges involve threats against the living environment and Sámi culture, such as increased natural resource exploitation and climate change. The widespread lack of knowledge about Sámi culture within the Swedish majority society is also affecting the integration of Sámi elements and knowledges in the Swedish education system, as well as access to resources in the Sámi education system. Opportunities for implementing Sámi education include existing Sámi schools and institutions being considered important sites for continued cultural knowledge transmission and learning, as well as symbols for the value of Sámi knowledges and culture for the Sámi themselves and the majority society. In this sense, these places of education become crucial sites, not only for supporting the cultural survival of the Sámi community, but also for protecting the cultural, linguistic and epistemological diversity of the whole region, adding important perspectives to the ongoing discussions regarding how the future should be envisioned – and educated for.
EDUCATION SERVING THE EVOLUTION OF CONSCIOUSNESS?! An interview study of the educational foundations, challenges and opportunities in Auroville, India
(2022-11-10) Shakti Berggreen-Clausen, Maya; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Auroville, in India was created to become a living laboratory for a new way of living and being on Earth. In this context, education in Auroville has a specific purpose. According to the vision of Sri Aurobindo and Mirra Alfassa (Aurobindo, 1977; Appendix 1), Auroville should strive to serve the purpose of the evolution of human consciousness individually and collectively, to enable children and youth growing up today to develop capacities needed to solve the wicked problems their generation are left to solve. This study aims to look at if Auroville’s education serves its purpose, by understanding the foundations, challenges and opportunities of Auroville schools. Three research questions are answered through the study: 1) How do Auroville schools define Integral Education? 2) What are the challenges and opportunities for teachers/schools in Auroville? 3) Can teachers and parents become agents of transformational leadership through education? Through an interview study with teachers representing the Auroville schools, material is collected and analysed using Critical Theory and Hermeneutic Phenomenology as a theoretical framework. A literature review studying the premises needed for a new universal education and the challenges that come with manifesting change is the base for the interview questions, in three areas: Education serving the evolution of consciousness, Present realities, Towards a paradigm shift in education. Using Hermeneutic Phenomenology, the material gathered through the interviews was sorted under these areas, and further analysed into different themes: Individual consciousness, Collective consciousness, Structures/Systems/Practices, Education in Auroville today, Resistance to change, Confirming the role of education in Auroville, Transformational Leadership. These areas were then processed through Critical Theory, looked at through perspectives on: Thinking to understand and transform, Judgement/resistance in how to relate to the world, Social condition under which knowledge about itself is articulated. The results from this process are discussed, showing that the there is no clear definition of what Integral Education means in the Auroville schools. Common understanding exists in relation to terminology on a more surface level, but there is a gap in a deeper understanding of the larger aims of Integral Education, of the meaning of the terminology used, as well as in how to transform it into practices. Challenges show that more collective work needs to be done to lay a foundation for a new education to form, such as work with parents and resistance to change. Opportunities come with the fact that everyone who has joined Auroville is there by choice to work towards a transformation of society. Transformational leadership requires training of teachers, and areas for such professional development were suggested, as well as areas of research to progress the work. The study showed that more connections need to be made, between teachers, schools and Auroville as a whole, but also connecting to the larger aims of Integral Education as a universal education building a global consciousness.
EDUCATIONAL CORRELATES OF SELF-EFFICACY BELIEFS IN IDENTIFYING AND REFERRING CHILD TRAFFICKING VICTIMS - CONTRIBUTIONS TO EDUCATION FOR SUSTAINABLE DEVELOPMENT
(2025-02-24) Baltzidis, Eleftherios; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: This study aims to address how demographic and educational factors are correlated with self-efficacy beliefs on identifying and referring child trafficking victims among professionals working with third country nationals in Greece. This research contributes to the field by pinpointing the factors that significantly contribute to practitioners' self-perceived ability to identify and refer child trafficking victims. This study aspires to identify the factors that are correlated with high self-efficacy beliefs and suggest educational strategies for enhancing the capacity of professionals, thereby advancing sustainable development by safeguarding children's rights and well-being. Theory: This study is grounded in Bandura's self-efficacy theory, which posits that individuals’ beliefs in their capabilities significantly correlate with their performance and behaviour (Bandura, 1977). Specifically, this framework examines how practitioners' degree of confidence in identifying and referring Child Trafficking victims is correlated with demographic and educational factors. High self-efficacy, characterised by greater initiative and persistence, is crucial for effectively addressing Child Trafficking. This study aims to identify demographic and educational factors that strengthen practitioners' self-efficacy, aspiring to guide the development of effective training programmes supporting thus sustainability goals set by the United Nations (2024). Method: The current study uses a quantitative approach with self-reported data to investigate the demographic and educational factors correlated with self-efficacy beliefs in identifying and referring Child Trafficking victims. The target group comprises professionals working with third-country nationals and employed in reception and/or asylum centres in Greece. Participants provide demographic information, details on their educational background and professional development, their perceived educational needs for training in Child Trafficking victim identification and referral, and self-report their confidence in identifying and referring Child Trafficking victims. Data analyses involve descriptive statistics, group analysis, correlations, and simple multiple linear regression to explore the underlying relationships and predictors of practitioners' self-perceived capacity in identifying and referring Child Trafficking victims. Results: The study revealed significant group differences in self-efficacy, with participants in interdisciplinary training (M = 2.91) and special CT training (M = 2.79) scoring significantly higher than non-participants (M = 1.96 and M = 2.08, respectively). Positive correlations were observed between self-efficacy and interdisciplinary training, special training, professional development, and knowledge of local laws, international laws, and regional actors. Self-efficacy also correlated positively with perceived preparation from academic education, professional training, and experience, as well as access to resources and Standard Operating Procedures (SOPs). Regression analysis identified professional development training as a significant predictor of self-efficacy, explaining 72% of the variance (R² = 0.75).
Educators´ perspective on education for sustainable development in childcare centers in Victoria, Australia
(2022-09-26) Kolodziejczyk, Bartlomiej Piotr; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Aim: The purpose of this research thesis is to describe practices used by childcare centers in the Australian state of Victoria, as well as to understand educators' attitudes, knowledge, and needs regarding ESD. This research thesis seeks to answer the following question: What are the practices, attitudes, knowledge, and needs of early childhood educators in ESD in State of Victoria? Theory: This study's conceptual framework was built on a mix of theories, including Deweyan theory, which focuses on the development of student knowing, being, and doing, and critical theories, which focus on reflective assessment and critique of society and culture in order to reveal and challenge underlying power structures and inequalities. Method: The study relies on semi-structured interviews with early childhood educators in Victoria, Australia. The empirical data gathered as part of this study was transcribed, coded, and classified to enable discussion and reveal what activities and practices are currently used in early Victorian education, and to understand educator’s attitude, knowledge, and needs in relation to ESD. Results: Semi-structured interviews with early childhood educators in Victoria revealed common ESD practices across various childcare centers in the state. Certain discrepancies in ESD education have been identified between rural and urban centers. While the overall attitude and knowledge of educators was sufficient, some educational gaps have been identified among older educator group. Continuous training and education for early childhood educators has been identified as one of the educators' needs in order to further develop skills and understanding in the rapidly evolving ESD space. More active government participation in driving ESD in Victoria through guidelines and policies is required.
Elevens lärande. En kvalitativ studie om elevens medvetenhet om sin lärprocess, lärarens verktyg för att medvetandegöra eleven och lärarens verktyg för att motivera eleven.
(2012-02-16) Eirefelt, Ulrika; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk profession
Syfte: Syftet med detta arbete är att undersöka hur medvetna elever i år 5 och 6 är om sin egen lärprocess och deras uppfattningar om hur de lär, samt hur lärarna motiverar sina elever och hur de beskriver att de gör lärprocessen synlig för eleverna. Frågeställningar: Hur medveten är eleven om sin lärprocess? Vilka verktyg använder läraren för att medvetandegöra eleven? Vilka verktyg använder läraren för att motivera eleven? Teori och metod: Den teoretiska basen utgår från tre infallsvinklar. Det är Vygotskijs syn på lärande och utveckling i ett sociokulturellt perspektiv, Selbergs forskning om betydelsen av elevinflytande och Jenners teori om det pedagogiska mötet där pedagogens uppgift är att se med elevens perspektiv. Selberg har genom sin forskning kommit fram till att ju mer inflytande eleven får, desto högre kvalitet i lärandet. Jenner menar att positiva förväntningar ger positiva resultat och att motivation är något som lärare och elever skapar tillsammans. Studien har genomförts med kvalitativa enkätundersökningar och gruppintervjuer. Genom en kvalitativ forskningsmetod med fenomenografisk ansats bidrar denna studie till ökad kunskap och förståelse för människors upplevelser och erfarenheter. Processen inriktas mot att kartlägga uppfattningar i urvalsgruppen samt undersöka hur uppfattningar förhåller sig till varandra och till det undersökta fenomenen. Resultat: De flesta elever verkar förstå att de lär sig och har också klart för sig att utvecklingssamtal och individuella utvecklingsplaner är till för att främja deras kunskapsutveckling. De uttrycker att de lär sig bäst genom att lyssna men verkar ha en oklar uppfattning om när de nått de uppsatta lärandemålen. Eleverna har svårt att se lärprocessen som en helhet utan ser bara vissa delar av den. Måldialog och utvecklingssamtal är två centrala verktyg som används, men studien visar att lärarna, trots höga ambitioner, inte alltid lyckas göra lärprocessen synlig för eleverna.

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