Interdisciplinary Primary School Curriculum Units for Sustainable Development

Autor/inn/en	Munkebye, Eli; Scheie, Eldri; Gabrielsen, Anja; Jordet, Arne; Misund, Stig; Nergård, Tone; Øyehaug, Anne Bergljot
Titel	Interdisciplinary Primary School Curriculum Units for Sustainable Development
Quelle	In: Environmental Education Research, 26 (2020) 6, S.795-811 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
Schlagwörter	Interdisciplinary Approach; Elementary School Curriculum; Sustainable Development; Environmental Education; Teacher Attitudes; Elementary School Teachers; Foreign Countries; Instructional Effectiveness; Natural Sciences; Social Sciences; Consciousness Raising; Norwegian; Competency Based Education; Preadolescents; Grade 5; Grade 6; Grade 7; Norway + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Unterrichtserfolg; Naturwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Bewusstseinsbildung; Norwegisch; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Pre-adolescence; Präadoleszenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Norwegen
Abstract	Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers' approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The presentstudy set out to examines teachers' interdisciplinary approach to ESD and the SBP teachers' perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13 years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students' reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01