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ERIC Number: EJ1093773
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0950-0693
Students' Qualification in Environmental and Sustainability Education--Epistemic Gaps or Composites of Critical Thinking?
Hasslöf, Helen; Lundegård, Iann; Malmberg, Claes
International Journal of Science Education, v38 n2 p259-275 2016
In an "age of measurement" where students' "qualification" is a hot topic on the political agenda, it is of interest to ask what the "function of qualification" might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers' articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: "scientific reasoning," "awareness of complexity" and "to be critical." The discourse of "qualification as to be critical" is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates "matter of facts" towards "matter of concerns."
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A