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Undervisning för hållbar utveckling i åk. 4-6: Lärarnas erfarenhet av undervisning för hållbar utveckling och hinder för implementeringen
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Education for sustainable development in grades 4-6 : Teachers' experience of education for sustainable development and the obstacles to implementation (English)
Abstract [sv]

De senaste åren har hållbar utveckling fått mer och mer betydelse i samhället. Skolan speglar samhället, vilket syns i styrdokumentens krav på integrering av undervisning för hållbar utveckling i alla ämnen. Studiens syfte är att undersöka hur undervisningen för hållbar utveckling genomförs i biologiundervisningen i åk. 4-6 och vilka hinder lärarna träffar på. Tre mellanstadielärare som har undervisat i hållbar utveckling i biologi kontaktades och intervjuades. Resultaten visar att lärarna saknar utbildning i undervisning för hållbar utveckling, men strävar efter att genomföra en bra undervisning utifrån den befintliga kunskapen. Skolans indelning i olika ämnen gör det svårt för lärare att arbeta ämnesövergripande. Dessutom hindrar lektionens längd och den begränsade planeringstiden lärarna från att ge eleven ett djup förståelse av hållbar utveckling. Slutligen behöver lärarna möjligheter att utveckla sin förståelse av begreppet och skolverkets krav på undervisningen för hållbar utveckling.

Abstract [en]

In recent years, sustainable development has become more and more important in society. The school reflects society which is visible in the requirements within the governing documents for the integration of education for sustainable development into all subjects. The aim of the study is to examine how education for sustainable development is conducted in biology education in grades 4-6 and the obstacles that the teachers encounter. Three middle school teachers who have taught sustainable development in biology were contacted and interviewed. The results show that teachers lack education in education for sustainable development, but strive to achieve a good education based on existing knowledge. The division of the school into different subjects makes it difficult for teachers to work interdisciplinary. In addition, the duration of the lesson and the limited planning time prevent teachers from giving the student a deep understanding of sustainable development. Finally, teachers need opportunities to develop their understanding of the concept and the school's requirements for education for sustainable development.

Place, publisher, year, edition, pages
2017.
Keyword [en]
ecological aspects, interdisciplinary, school organization, sustainable development, teacher education, timetable
Keyword [sv]
ekologiska aspekter, hållbar utveckling, lärarnas utbildning, skolorganisation, timplan, ämnesövergripande
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-56687OAI: oai:DiVA.org:kau-56687DiVA: diva2:1118603
Subject / course
Biology
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2017-08-03 Created: 2017-06-30 Last updated: 2017-08-03Bibliographically approved

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153d9054f9bfa00417344345d1159e718688835b056680e12821384c722a3f84d8d6c254608ec6c43cab82c8dfd2c5d1267dd7fc84330fdbb56e0f80ed86d58d
Type fulltextMimetype application/pdf

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Pedagogy

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CiteExportLink to record
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Citation style
  • apa
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