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Learning as a process of integration: Students' meaning making of the enhanced greenhouse effect
Stockholm University, Faculty of Social Sciences, Department of Education. (Research for Conceptual Change)
Stockholm University, Faculty of Social Sciences, Department of Education. (Research for Conceptual Change)
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Students' interpretation of the enhanced greenhouse effect are focused on in this paper. The analysis of the empirical data was conducted from an intentional perspective. The students were 14 years old and studied at Green Schools in the Beijing area. The results show that students set up reasonal causal links among diversely different pieces of knowledge. It is argued that these coherent wholes that were set up by students, even if wrong, can be regarded as a step towards models more acceptable from normative point of view.

Keyword [en]
integration, learning, coherent whole, meaning making, the enhanced greenhouse effect
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-53247OAI: oai:DiVA.org:su-53247DiVA: diva2:390271
Projects
Dotoral study project
Available from: 2011-01-21 Created: 2011-01-21 Last updated: 2011-04-08Bibliographically approved
In thesis
1. Ethical and normative reasoning on climate change: Conceptions and solutions among students in a Chinese context
Open this publication in new window or tab >>Ethical and normative reasoning on climate change: Conceptions and solutions among students in a Chinese context
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Previous research in environmental education and learning has mainly concerned students’ understanding of natural scientific knowledge, whereas research on the influence of other knowledge in learning environmental issues is marginal. Also, the interest in most studies investigating students’ natural scientific knowledge has been to capture constraints in students’ understanding, hence investigations of students’ meaning making are rare.

The main objective of this thesis was to explore individual students’ reasoning regarding climate change, and the influence of knowledge on their reasoning.

In Study I, students’ conceptions of the enhanced greenhouse effect (EGHE) were investigated. The results showed that students incorporated different pieces of information from different problem areas into the conceptualization of the EGHE. Setting up causal links between diversely different pieces of information seems to be a way to make meaning, and thus a necessary step in the learning process. Study II is an investigation of students’ solutions to climate change. The results indicated that students contextualized problems and solutions by addressing the individual(s), where the individual(s) was either “myself” or “someone else”. The different notions of the individual(s) became crucial as the students’ views of the environment, as well as society, changed according to the different contexts.  To further study students’ conceptions of “me” and “others”, Study III examined students’ conceptualized solutions to the dilemma between economic development and mitigating climate change. The findings suggested that students’ conceptualized nature as a “box” of resources, and that economic development would sustain and improve nature. Therefore, the dilemma between economic development and mitigating climate change or dealing with environmental problems did not exist. Results from all three studies were discussed with respect to theoretical implications.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2011. 45 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 4
Keyword
alternative framework, climate change, conception, contextualization, decision making, economic development, environmental education, intentional analysis, learning, meaning making, moral reasoning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-56033 (URN)978-91-7447-260-8 (ISBN)
Public defence
2011-05-20, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 10:00 (English)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Manuscript.Available from: 2011-04-28 Created: 2011-04-05 Last updated: 2012-04-12Bibliographically approved

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Citation style
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