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Direct linkAnnika Forsler; Pernilla Nilsson; Susanne Walan – International Journal of Science and Mathematics Education, 2024
It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier…
Descriptors: Sustainable Development, Pedagogical Content Knowledge, Self Efficacy, Science Teachers
Wennersten, Lena; Wanselin, Hanna; Wikman, Susanne; Lindahl, Mats – Journal of Biological Education, 2023
UNESCO has identified education for sustainable development (ESD) as a key factor in the achievement of sustainable development goals (SDGs). Education is important in developing awareness of how to preserve natural ecosystems and promote the uptake of renewable energy sources. Ecology education in primary school aims to give students a scientific…
Descriptors: Sustainable Development, Science Instruction, Conservation (Environment), Ecology
Biström, Elin; Lundström, Ragnar – Environmental Education Research, 2021
This article examines the affordances and limitations of textbooks for promoting action competence for sustainable development. Based on a content analysis of Swedish lower secondary level textbooks in geography and biology, we investigated how content about sustainable development is organised and formulated, the ways its multidimensional…
Descriptors: Textbooks, Content Analysis, Secondary School Students, Biology
Andersson, Kristina – Cultural Studies of Science Education, 2017
Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article "Chemistry inside an epistemological community box!--Discursive exclusions and inclusions in the…
Descriptors: Chemistry, Gender Differences, Science Instruction, National Competency Tests
Sund, Per; Gericke, Niklas; Bladh, Gabriel – Journal of Education for Sustainable Development, 2020
According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers' teaching traditions. The overall aim of…
Descriptors: Environmental Education, Interdisciplinary Approach, Teaching Methods, Sustainable Development
Sund, Per; Gericke, Niklas – Environmental Education Research, 2020
In many countries' policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in…
Descriptors: Comparative Analysis, Sustainable Development, Secondary School Students, Interdisciplinary Approach
