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Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0002-8649-4632
2017 (Engelska)Ingår i: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 16, nr 1, s. 68-80Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose: To explore changes in upper secondary students´ conceptions of environmental issues in how prices are determined and how they should be determined. Design:The study uses an ’alternative frameworks’ conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools. Findings: Identifies the fragmentary nature of students´ every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts. Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions thatdevelopment in understanding may take. The study should help teachers to design effective strategies to support students’ learning.

Ort, förlag, år, upplaga, sidor
2017. Vol. 16, nr 1, s. 68-80
Nyckelord [en]
Price, externality, sustainability, longitudinal study, economic and environmental education
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:su:diva-147359DOI: 10.4119/UNIBI/jsse-v16-i1-1556OAI: oai:DiVA.org:su-147359DiVA, id: diva2:1144024
Forskningsfinansiär
Vetenskapsrådet, 2007-08877Tillgänglig från: 2017-09-25 Skapad: 2017-09-25 Senast uppdaterad: 2017-11-29Bibliografiskt granskad
Ingår i avhandling
1. Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education
Öppna denna publikation i ny flik eller fönster >>Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education
2017 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III.

Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact.

Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences.

Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University, 2017
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 55
Nyckelord
environment, sustainability, interdisciplinary, longitudinal study, conceptual change, prices, externalities, values-beliefs-norms, climate change solutions, upper secondary school students, business and economics education
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-147639 (URN)978-91-7797-018-7 (ISBN)978-91-7797-019-4 (ISBN)
Disputation
2017-12-01, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (Engelska)
Opponent
Handledare
Forskningsfinansiär
Vetenskapsrådet, 2007-08877
Anmärkning

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

Tillgänglig från: 2017-11-08 Skapad: 2017-10-16 Senast uppdaterad: 2019-01-11Bibliografiskt granskad

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Ignell, CarolineDavies, PeterLundholm, Cecilia
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Institutionen för pedagogik och didaktikInstitutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik
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