Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Authors

  • Annika Manni Umeå University
  • Christina Ottander Umeå University
  • Karin Sporre Umeå University
  • Ilka Parchmann IPN, University of Kiel

DOI:

https://doi.org/10.5617/nordina.653

Keywords:

Education for sustainable development (ESD), students percieved experiences, 10-12 years, mixed methods, learning experiences, outdoor education

Abstract

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.

Author Biographies

Annika Manni, Umeå University

Institutionen för Naturvetenskapernas och Matematikens didaktik.

(Department of Science and Mathematics Education)

PhD student

Christina Ottander, Umeå University

Institutionen för Naturvetenskapernas och Matematikens didaktik.

(Department of Science and Mathematics Education)

Assisntant professor ( Docent)

Karin Sporre, Umeå University

Department of Applied Educational Sciences

( Institutionen för Tillämpad utbildningsvetenskap)

Professor

Ilka Parchmann, IPN, University of Kiel

IPN, Chemistry Education

Professor

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Published

2013-11-07

Issue

Vol. 9 No. 2 (2013)

Section

Articles

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