Social sustainability in science education Mattias Lundin Ragnar

Social sustainability in science education Mattias Lundin & Ragnar Olsson Erasmus IP Ioannina June 3 rd 2011

The structure of the presentation – a trialogue • Presentation • Discussion – short break • Presentation • Discussion Also: Basis for the workshop. The theory that we present is needed for the discussions in the workshop Pulsatilla Vulgaris

What point of departure do we choose when we plan a pedagogic activity? No matter if we work in a preschool, elementary school, secondary school Or at a university …

Basic pedagogic outlook • • • Ethical outlook Human outlook Social/Society outlook Knowledge outlook Learning process outlook (Stensmo, 2004)

Three kinds of relations Pupil-pupil Teacher-teacher

Sustainable development

Sustainability • Ecological • Economic • Social

2005 – 2014: The UN Decade of Education for Sustainable Development A decade when education for sustainable development is given highest priority within all education • What does this mean to teachers’ assignment? • What does it mean to you? • What is important paying special attention to?

Discrimination – 7 different criteria • Ethnicity • Gender • Disability • Transgender expression • Religion or view of belief Age • Sexual orientation

Discrimination Religion Gender Sexual orientation Transgender expression Age Disability Ethnicity A pupil is denied to wear her nicab during science exams: ”I need to see her face”

Discrimination Religion Gender Sexual orientation Transgender expression Age Disability Ethnicity • During a dissection only boys hold the scalpell

Discrimination Religion Gender Sexual orientation Transgender expression Age Disability Ethnicity During science class the girls are told to choose which boy they would be interested in, and on what grounds.

Discrimination Religion Gender Sexual orientation Transgender expression Age Functional limitation ethnicity Alex who dresses in skirt is denied by the girls to use the ladies room.

Discrimination Religion Gender Sexual orientation Transgender expression Age Disability Ethnicity A pupil in a wheelchair has to stay in school reading books while the rest of the class goes to the sea for an excursion: “We can neither handle nor afford the transport!”

Discrimination Religion Gender Sexual orientation Transgender expression Age Disability Ethnicity During lab work in science class only mother tongue is allowed: “It is important that the teacher understands all the pupils’ conversations”

To discuss • Sustainable development within science education: • Science for all? • Subject that concern everybody? • Exemplify situations when teachers need to pay special attention to the activies in order to really include everybody.

Science for all? Subject that concern everybody? Exemplify situations when teachers need to pay special attention to the activies in order to really include everybody. Religion Gender Sexual orientation Transgender expression Age Disability Ethnicity

Basic pedagogic outlook • • • Ethical outlook Human outlook Social/Society outlook Knowledge outlook Learning process outlook (Stensmo, 2004)

Philosophical ideas Three different approaches: ESSENTIALISM PROGRESSIVISM RECONSTRUCTIVISM Caltha Palustris

ESSENTIALISM Subject content in focus • • • Central concepts of the subject Organisation of the existing subject knowledge Knowledge is built in accordance with for example the corresponding academic subject The teacher becomes a crucial person in the classroom – the person that knows the subject

PROGRESSIVISM The student in focus • • • The student’s interest in focus for the activity Meaningful activities Students’ experiences are crucial for learning Problem solving and cooperation Direct experiences are to prefer The students need to be active. Davidia involucrata

RECONSTRUCTIVISM The construction of sustainable society • • • The student’s learning is a part of the reconstruction of the society Democratic development Different perspectives need to be elicited To use knowledge to argue in, for example the public debate To critically evaluate different alternatives Vaccinium myrtillus

Different consequences for science education - environmental education as an example Fact based environmental education Normative environmental education Education based on sustainable development Discription of teaching: Facts, causes, processes Value issues. Discussions, Teaching to do the different choices right and consequences environmental choices -ism: Essentialism (facts) + progressivism Reconstructivism Environmental issues are… …to be solved by research … value issues, solved as a moral issue … policical issues that are solved in a democratic processs. (Sandell, Öhman & Östman, 2003)

To think about and discuss together • Try to formulate a learning outcome to promote sustainable development • In what way do essentialism, progressivism and reconstructivism contribute to your learning outcome?

Please consider and discuss • Try to formulate a learning outcome to promote sustainable development • In what way do essentialism, progressivism and reconstructivism contribute to your learning outcome? The three different approaches: ESSENTIALISM PROGRESSIVISM RECONSTRUCTIVISM

A sustainable development meets the needs of today without compromising future generations possibilities to meet their needs. Bruntland report (1987)

Thanks for paying attention Ragnar ragnar. olsson@lnu. se Mattias mattias. lundin@lnu. se