7.th octobre 2004 7.th octobre 2004 Bath University, England Bath University, England Susanne Susanne Bögeholz Bögeholz Didactics of Biology, Faculty of Biology Georg-August-Universität Göttingen Georg-August-Universität Göttingen Zentrum für empirische Unterrichts- und Schulforschung Zentrum für empirische Unterrichts- und Schulforschung (ZeUS) (ZeUS) Göttinger Zentrum für Biodiversitätsforschung und Göttinger Zentrum für Biodiversitätsforschung und Ökologie Ökologie Concepts of extra- Concepts of extra- curricular multipliers curricular multipliers on SD and ESD on SD and ESD in in Schleswig-Holstein, Schleswig-Holstein, Germany Germany
Transcript
7.th octobre 20047.th octobre 2004Bath University, EnglandBath University, England
Susanne Bögeholz Susanne Bögeholz Didactics of Biology, Faculty of Biology
Georg-August-Universität GöttingenGeorg-August-Universität GöttingenZentrum für empirische Unterrichts- und Schulforschung Zentrum für empirische Unterrichts- und Schulforschung (ZeUS)(ZeUS)
Göttinger Zentrum für Biodiversitätsforschung und ÖkologieGöttinger Zentrum für Biodiversitätsforschung und Ökologie
Concepts of extra-curricular Concepts of extra-curricular multipliers on SD and ESD multipliers on SD and ESD in in Schleswig-Holstein, GermanySchleswig-Holstein, Germany
1 32
Challange: UN-Decade of Education for Challange: UN-Decade of Education for Sustainable Development Sustainable Development (UNESCO 2003)
Developing public understanding and Developing public understanding and awareness of sustainability: awareness of sustainability: “To make progress towards more sustainable societies requires a population that is aware of the goals of sustainability and has the knowledge and the skills to contribute towards those goals” (UNESCO 2003: 2).
Reorientating existing educational Reorientating existing educational programmes: programmes: “Rethinking and revising education […] to include more principles, knowledge, skills, perspectives and values related to sustainability […].” (UNESCO 2003: 2).
1 32
Concepts of extra-curricular multipliers on SD and ESD
Concepts of extra-curricular multipliers on SD and ESD
Perspectives on SD
Background of the Study
Organisational Structure
Theoretical Background
Methodo-logy
Results of the Qualitative and Quanti-
tative Studies
Summary and
Conclusion
1 32
Perceptiveson SD
1 32
Research BackgroundResearch Background
• Over 70 definitions of sustainability and Over 70 definitions of sustainability and sustainable development reported in Germany sustainable development reported in Germany (Jüdes 1997)(Jüdes 1997)
• 13% of German citizen know the concept of SD 13% of German citizen know the concept of SD in 2000; 28% in 2002 in 2000; 28% in 2002 (BMU 2002)(BMU 2002)
- adequate understanding?
• investigation of primary school teachers: all investigation of primary school teachers: all aspects related to SD are difficultaspects related to SD are difficult– e.g. understanding of SD e.g. understanding of SD (Summers et al. 2003)(Summers et al. 2003)
• SD was identified in Germany as a core SD was identified in Germany as a core educational task educational task (BLK 1998)(BLK 1998)
1 32
Without any conceptions Without any conceptions about about Sustainable DevelopmentSustainable Development
Significant differences only between the pupils of the sixth form Significant differences only between the pupils of the sixth form (2003) and the teacher students (p= 0.001).(2003) and the teacher students (p= 0.001).
pe
rce
nt
pe
rce
nt
Without any conceptions of Sustainable Development
0
10
20
30
40
50
60
Pro
zen
t
grade 9-10
(n = 91)
sixth form
(n = 79)
sixth form
(n = 54)
teacherstudents (n = 48)
per
cen
tp
erce
nt
Bögeholz & Große 2004
1999 2003
n.s.n.s. n.s.n.s.
****
U-TestU-Test
1 32
(Mis-) (Mis-) Conceptions on Conceptions on Sustainable DevelopmentSustainable Development
Significant differences only between the pupils of the sixth form Significant differences only between the pupils of the sixth form (2003) and the teacher students (p = 0,049).(2003) and the teacher students (p = 0,049).
0
5
10
15
20
25
30
35
1 2 3 4
per
cen
t
9.-10. Klasse
n = 91
Sek. II
n = 79
Sek. II
n = 54
Lehramts-studierende
n = 48
Bögeholz & Große 2004
1999 2003
**per
cen
t
n.s.n.s.
grade 9-10
(n = 91)
sixth form
(n = 79)
sixth form
(n = 54)
teacherstudents (n = 48)
U-TestU-Test
1 32
Pperspectives on SD
Backgroundof theStudy
Concepts of extra-curricular multipliers on SD and ESD
1 32
Project InformationsProject Informations
Strategy for Sustainable Development in Strategy for Sustainable Development in Schleswig-Holstein, GermanySchleswig-Holstein, Germany
Göttingen UniversityGöttingen University IP-Consult, StuttgartIP-Consult, StuttgartEducational Educational Organisational Organisational Part Part PartPart
Organisational Organisational AnalysesAnalyses
- target-grouptarget-group- - educational educational programme programme - used methods- used methods- - multipliers multipliers conceptions of SD conceptions of SD and ESD and ESD
1 32
Concepts of extra-curricular multipliers on SD and ESD
Concepts of extra-curricular multipliers on SD and ESD
Perspectiveson SD
Backgroundof the Study
Organisational Structure
Theoretical Background
1 32
SDSD SLSL
SDLSDL
ecological ecological requirementsrequirements
economical economical goalsgoals
social goalssocial goals(justice, freedom, welfare)(justice, freedom, welfare)
normative competencenormative competence(assessment and (assessment and
judgement competences)judgement competences) following the approach of Barkmann & Bögeholz (based on Gräber et al. 2001,2002
and WCED 1987, SRU 1994)
1 32
Perspectiveson SD
Backgroundof the Study
Organisational Structure
Theoretical Background
Methodo-logy
Concepts of extra-curricular multipliers on SD and ESD
1 32
Sample CompositionSample Composition
331 Institutions:331 Institutions: environmental education and global learning in Schleswig-Holstein => n = 117
Interviews with Interviews with Key Multipliers: Key Multipliers: n = 20n = 20
Questionnaire Study: Questionnaire Study: n = 71n = 71
Min
istr
y
Sci
enti
fic
Boa
rd
1 32
Sample of the Sample of the QuantitativeQuantitative Study Study
Kein UW/EW SchwerpunktUmweltbereichEntwicklungsbereichSchnittmenge oder mehrereSchwerpunkte
location of the institutions
Vocational educationEnvironmental educationGlobal learningIntersecting set area and
several mainareas
1 32
Sample of the Sample of the QualitativeQualitative Study Study
without EE/GL main areasEnvironmental Education (EE)Global Leaning (GL)serveral main areas
•highly motivated multipliershighly motivated multipliers•spatial distributionspatial distribution•same composition as questionnaire study same composition as questionnaire study –10 key multipliers of EE (50%)10 key multipliers of EE (50%)– 5 key multipliers of EE/GL5 key multipliers of EE/GL (25%) (25%)– 3 key multipliers of GL (15%)3 key multipliers of GL (15%)– 2 key multipliers of VE (10%)2 key multipliers of VE (10%)
1 32
Selected Questions of the Selected Questions of the Interview ManualInterview Manual
• What What – are bases of sustainable development?are bases of sustainable development?
– do you understand by education for sustainable do you understand by education for sustainable development?development?
– is new and special for you about it?is new and special for you about it?
• What specific offers to the topic of sustainable What specific offers to the topic of sustainable development do you have?development do you have?
• To what extent are there meetings in which To what extent are there meetings in which – the connections between ecology, enomomics and social the connections between ecology, enomomics and social
aspects are brought up for discussion?aspects are brought up for discussion?
– contradictions in the goals between these areas are dealt contradictions in the goals between these areas are dealt with? with?
1 32
Concepts of extra-curricular multipliers on SD and ESD
Concepts of extra-curricular multipliers on SD and ESD
Perspecktiveon SD
Backgroundof the Study
Organisational Structure
Theoretical Background
Methodo-logy
Results of qualitative and
quantitative Study
1 32
Conceptions about SDConceptions about SD
• term too abstract, too scientific, too theoretic term too abstract, too scientific, too theoretic for participantsfor participants– 75% of key multipliers75% of key multipliers– anchor examplesanchor examples
• ““The term is not particularly handy, too academic, it The term is not particularly handy, too academic, it does not go into the heads of the people“does not go into the heads of the people“ (EE/GL (EE/GL multiplier)multiplier)
• ““[...] the vocabulary is too technical, so that even [...] the vocabulary is too technical, so that even university graduates do not understand the contents [...]. university graduates do not understand the contents [...]. Terms such as SD or agenda do not mean anything to the Terms such as SD or agenda do not mean anything to the people although they know the specific projects“people although they know the specific projects“ (EE (EE multiplier)multiplier)
1 32
Special characteristics of ESDSpecial characteristics of ESD
• nothing newnothing new– nearly 50% of the multipliers do not recognize that nearly 50% of the multipliers do not recognize that
SD confronts us with challangesSD confronts us with challanges– anchor examplesanchor examples
• ““That is nothing new, it is an old topic [...]. The terms That is nothing new, it is an old topic [...]. The terms justice, peace, retaining Creation are nothing different. justice, peace, retaining Creation are nothing different. (EE/GL multiplier)(EE/GL multiplier)
• ““It is not completely new because environmental It is not completely new because environmental conservation is already shaped by holistic, systemic conservation is already shaped by holistic, systemic thinking“ thinking“ (EE multiplier)(EE multiplier)
– partly regarded as fashionable conceptpartly regarded as fashionable concept
1 32
Contents of ESDContents of ESD• Common inspection of the areas Common inspection of the areas
econmonics, ecology and socialeconmonics, ecology and social– anchor example for implicit inspection:anchor example for implicit inspection:
• ““The connections altogether are rather implicitly The connections altogether are rather implicitly brought up for discussion, when people inquire. It brought up for discussion, when people inquire. It is discussed at the old sheep races [...]“ is discussed at the old sheep races [...]“ (EE/ GL (EE/ GL multiplier)multiplier)
– anchor example for explicit inspection:anchor example for explicit inspection:• ““An example [...] for cross-linking between the An example [...] for cross-linking between the
areas is ´Nature to its right and Fisher to their areas is ´Nature to its right and Fisher to their right` to the conflict `Ecology` vs. `Economics and right` to the conflict `Ecology` vs. `Economics and Social` Social` (EE multiplier)(EE multiplier)
1 32
Components of the offer concerning Components of the offer concerning Subject Competence about SDSubject Competence about SD
EES:EES: relation between ecology, enonomics and social; relation between ecology, enonomics and social; A21:A21: contents related to Agenda 21; contents related to Agenda 21; RS:RS: just distribution of resources; just distribution of resources; CA:CA: controversal aims of SD; controversal aims of SD; SJ:SJ: socially just society; socially just society;
CP:CP: citizen participation; citizen participation; RI:RI: regulative idea regulative idea
not not
littlelittle
strongstrong
very very strongstrong
n = 71institutions
1 32
Normative CompetencesNormative Competences• normative competence is not identified as crucial normative competence is not identified as crucial
for ESDfor ESD– fostering ethical competence is nearly not an explicit fostering ethical competence is nearly not an explicit
aimaim– anchor example:anchor example:
• „„Ethical questions are not brought up explicitly for Ethical questions are not brought up explicitly for discussion“ discussion“ (EE multiplier)(EE multiplier)
– ethical aspects could be improvedethical aspects could be improved• „„In this area lot of things have to be improved“ In this area lot of things have to be improved“ (EE (EE
multiplier)multiplier)
• „„The area should be developed in future“The area should be developed in future“ (vocational (vocational education multiplier)education multiplier)
1 32
Illustrating example concerningIllustrating example concerning autonous decision-making autonous decision-making
„„By the example the oil mills the different By the example the oil mills the different interests, arguments, ethical interests, arguments, ethical consequences, implications for the consequences, implications for the cultivation of soybeans in Brazil, for the cultivation of soybeans in Brazil, for the unemployment will be discussed here. No unemployment will be discussed here. No points of view will be taught but the points of view will be taught but the capability to arrive at ones own point, capability to arrive at ones own point, furthermore the ability to take ones own furthermore the ability to take ones own view.“view.“ (GL multiplier) (GL multiplier)
1 32
Components of the offer concerning Components of the offer concerning Normative CompetencesNormative Competences
PN:PN: reflection of personal needs; reflection of personal needs; VH:VH: dealing with value hierarchies; dealing with value hierarchies;RS:RS: risk assessment; risk assessment; EA:EA: environmental assessment; environmental assessment; AGL:AGL: assessment of global learning projects; assessment of global learning projects; SDI:SDI: sustainable development sustainable development indicators; indicators; SEC:SEC: coping strategies for situations with ethical complexity coping strategies for situations with ethical complexity
not not
littlelittle
strongstrong
very very strongstrong normative questions were little
treated explicitly,mostly they remain unconcious.
n = 71institutions
1 32
Concepts of extra-curricular multipliers on SD and ESD
Concepts of extra-curricular multipliers on SD and ESD
Perspectiveson SD
Backgroundof the Study
Organisational Structure
Theoretical Background
Methodo-logy
Results of qualitative and
quantitative Study
Verhaltens-regulationSummary
Conclusion
1 32
Summery and RecommendationsSummery and Recommendations• Diverse disciplines equate SD with their (traditional)
concepts instead of facing the new challanges.• Deficits and barriers regarding the reception of
pedagogically valid concepts of SD and ESD.• Deficits in the promotion of normative competences
were identified.•to implement an adequate under-standing of SD and to promote ESD•to foster normative competences and to promote didactic tools supporting the latter
