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Perceived learning experiences regarding Education for sustainable development: within Swedish outdoor education traditions
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-5269-1451
Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.ORCID iD: 0000-0002-4483-0597
University of Kiel. (IPN)
2013 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, Vol. 9, no 2, 187-205 p.Article in journal (Refereed) Published
Abstract [en]

This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

Place, publisher, year, edition, pages
Oslo: NorDina, Naturfagssenteret , 2013. Vol. 9, no 2, 187-205 p.
Keyword [en]
Education for sustainable development, learning experiences, outdoor activities
National Category
Research subject
educational work
URN: urn:nbn:se:umu:diva-84223OAI: diva2:681007
Available from: 2013-12-19 Created: 2013-12-18 Last updated: 2015-10-27Bibliographically approved
In thesis
1. Känsla, förståelse och värdering: elevers meningsskapande i skolaktiviteter om miljö-och hållbarhetsfrågor
Open this publication in new window or tab >>Känsla, förståelse och värdering: elevers meningsskapande i skolaktiviteter om miljö-och hållbarhetsfrågor
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Emotions, understandings, and values : students' meaning-making in school activities regarding environmental and sustainability issues
Abstract [en]

This thesis focuses on young students’ experiences and meaning-making processes in school practices within environmental and sustainability education. Earlier research has shown this to be an area of complexity; besides a transdisciplinary perspective requiring relational thinking, it also involves conflicting interests as well as emotions and values. With a certain interest in emotions being part of learning as a meaning-making process, this thesis aims to investigate the character of experiencing, and the function of aesthetic experience in environmental and sustainability education. Through a mixed-methods approach a comprehensive questionnaire was used in the first study, and a more in-depth case study investigated the most important findings from the questionnaire even further in the second one by using multiple data. 209 students, age 10-12, from six different schools in Sweden answered the questionnaire. One class in grade six participated in the case study during four months, where both in- and out-of-door activities were studied. Both qualitative content analyses, and quantitative statistics were used to analyze the material from the two studies. Furthermore, John Dewey’s theoretical perspectives and neo-Aristotelian philosophers, mainly Martha Nussbaum, guided the interpretations of the empirical results. The main findings show that young students’ experiences in environmental and sustainability education are characterized by relational understandings both within and among ecologic, economic and social aspects, but also that perceived school activities of a value-laden and more cognitive kind correlated. The results further show that aesthetic experiences function as links in the transactional and continuous processes of meaning making. Furthermore, of importance for students’ meaning making and formation of values in environmental and sustainability were also prior experiences, encounters with outdoor environments and artifacts (both natural and digital), social interactions and felt independence. A holistic picture of understanding, emotions and values hence appear as an intertwined unity in students’ written responses, action and talk. A conclusion suggests that contributing to students’ possibilities of making meaning in environmental and sustainability issues requires openness to personal emotions and values as a starting point. Activities allowing for social interaction, independence, and relevant contextual encounters should also be considered in the pedagogical practice of environmental and sustainability education.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015. 113+ 4 artiklar p.
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 61
, Umeå Studies in the Educational Sciences, 5
environmental and sustainability education, experiences, meaning-making, aesthetics, young students, miljö- och hållbarhetsutbildning, erfarande, meningsskapande, yngre elever
National Category
Pedagogical Work
Research subject
educational work; didactics of natural science
urn:nbn:se:umu:diva-101785 (URN)978-91-7601-238-3 (ISBN)
Public defence
2015-05-08, Naturvetarhuset, N320, Umeå universitet, Umeå, 13:00 (Swedish)
Available from: 2015-04-17 Created: 2015-04-13 Last updated: 2015-10-27Bibliographically approved

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