Naturmöten och källsortering - En kvantitativ studie om lärande för hållbar utveckling i förskolan

Abstract

This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues.

What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

“…It has been argued that the turn from a focus on purely environmental issues within Environmental Education, towards more anthropocentric and pluralistic interpretations within Education for Sustainable Development, facilitates typically human needs such as human rights, democracy, and social issues at the expense of environmental issues [12]. Other researchers have claimed that Education for Sustainability, to a larger extent than Education for Sustainable Development, answers to the holistic perspective that acknowledges humanity's dependence on nature [13]. In this review, we do not take a stand on that particular issue; we prefer to use the term Education for Sustainability, and apply the UNESCO 2012 [14] meaning of the concept of Education for Sustainable Development-education for social transformation and with the goal of creating sustainable societies.…”

Mellan det globala och lokala – förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan

“…Under de senaste åren har forskningsbasen om förskola, förskolebarn och hållbarhet utvecklats och flera forskningsöversikter, specialnummer av vetenskapliga tidskrifter och böcker har publicerats (Davis, 2015;Davis & Elliott, 2014;Hedefalk, Almqvist & Östman, 2015;Ärlemalm-Hagsér & Elliott, 2017). Inom den nordiska förskoleforskningen saknas det emellertid fortfarande en bred kunskapsbas inom detta fält (Ärlemalm-Hagsér & Sundberg, 2016). Utbildning för hållbarhet utgör en del av utbildnings och undervisningsuppdraget, även i den norska (Sageidet, 2014), som i den isländska förskolan (Norðdahl & Jóhannesson, 2016).…”

“…I svenska studier som genomförts de senaste åren visas att förskolepersonal generellt ser hållbarhet som ett viktigt kunskapsinnehåll i förskolan (Ärlemalm-Hagsér, 2013;Ärlemalm-Hagsér & Sundberg, 2016). Samtidigt visar studier att förskolepersonal har svårt att hantera vad undervisning för hållbarhet innebär i praktiken (Hedefalk, Almqvist & Östman, 2015), speciellt utifrån ett holistiskt transformativt förhållningssätt som syftar till strukturella förändringar, samt att relationen och integreringen mellan ekologisk, social och ekonomisk hållbarhet uppfattas som otydlig och problematisk av förskolepersonalen (Kultti, Larsson, Ärlemalm-Hagsér & Pramling Samuelsson, 2016).…”

Opportunities for Education for Sustainability through multidimensional preschool science

“…Research shows that Swedish preschool EfS has rested on a strong belief in nature experiences as fundamental to a lifelong commitment to the environment (Ärlemalm-Hagsér, 2013a). The practice has been, and is still, dominated by nature encounters and recycling activities (Ärlemalm-Hagsér & Sundberg, 2016). Kultti and colleagues point out that Swedish preschool teachers often have difficulties in handling EfS, especially teaching that includes a holistic, transformative approach (Kultti, Ärlemalm-Hagsér, Larsson, & Pramling Samuelsson, 2016).…”