Is heat generated from a crematorium an appropriate source for district heating? Student teachers' reasoning about a complex environmental issue

Climate change and costs: investigating students’ reasoning on nature and economic development

“…During the decision-making process, students mainly draw on their understanding of nature and society (economic development), and the link between these two, along with their values. Even if Ekborg (2005) is right when claiming that students' scientific understanding can be too shallow to be used, what is interesting here is students' favour of economic development. For the students, nature seems to be a resource 'box': static and restorable.…”

“…Similar findings were reported by Grace and Ratcliffe (2002): They found that when students made decision about biological conservation, they drew more on Environmental Education Research 419 values than biological knowledge and concepts. Ekborg (2005) reported how science student-teachers reasoned and decided on the use of heat from a crematorium by district. She found that the students mostly used emotional arguments and personal values, and scientific knowledge was only used to a very limited degree.…”

DEQUAL: A Tool for Investigating Deliberative Qualities in Students’ Socioscientific Conversations

“…Attention should also be paid to the intrinsic intentions, opinions and values expressed in the conversations. One reason for this is that individual values and social considerations seem to dominate over scientific evidence and concepts in students' argumentations (Ekborg, 2005;Fleming, 1986;Grace & Ratcliffe, 2002;Kolstø, 2006;Sadler & Donnelly, 2006;. With the exception of Grace and Ratcliffe's study (2002), these reports deal with students' reasoning in interview situations where they were questioned and more or less explicitly asked to develop and justify their positions.…”

The educational challenge in "education for sustainable development" : Qualification, social change and the political

“…Socialisation has been formulated as a focus (among others) for analyses of teachers' socialisation content in relation to education in science and ESD, to make visible how content and values are inseparable (c.f. Almers, 2009;Ekborg, 2005;; P. Wickman, 2006;Öhman, 2006a;Östman, 1995.…”