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dc.contributor.authorGabrielsen, Anja
dc.contributor.authorKorsager, Majken
dc.date.accessioned2019-01-18T09:44:00Z
dc.date.available2019-01-18T09:44:00Z
dc.date.created2018-09-28T15:08:47Z
dc.date.issued2018
dc.identifier.citationNordina: Nordic studies in science education. 2018, 14 (4), 335-349.nb_NO
dc.identifier.issn1894-1257
dc.identifier.urihttp://hdl.handle.net/11250/2581249
dc.descriptionThis work is licensed under a Creative Commons Attribution 3.0 License.nb_NO
dc.description.abstractDespite an increased focus on education for sustainable development (ESD), many teachers still report insecurity in how to implement ESD in their practice. This study examined teachers’ reflections from using the local environment as a learning arena in ESD (6th-9th grade). Results from analysis of semi-structured interviews showed that the teachers experience challenges with the complexity of sustainable development, the ambiguities in the curriculum and time spent if the learning arena is some distance from school. However, the teachers strongly argue for using the local environment as a learning arena in ESD, and their arguments were mainly within four categories: 1) exemplification of various perspectives of sustainable development, 2) authentic and concrete learning, 3) opportunity for action, and 4) affective influences. The results from this study, emphasizing the teachers’ perspective, can contribute to a shift in focus from abstract education policy on what ESD should be, to a focus on contextualized practice.nb_NO
dc.language.isonobnb_NO
dc.relation.urihttps://www.journals.uio.no/index.php/nordina/article/view/4442/5527
dc.rightsNavngivelse 3.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/deed.no*
dc.titleNærmiljø som læringsarena i undervisning for bærekraftig utvikling. En analyse av læreres erfaringer og refleksjonernb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber335-349nb_NO
dc.source.volume14nb_NO
dc.source.journalNordina: Nordic studies in science educationnb_NO
dc.source.issue4nb_NO
dc.identifier.cristin1615858
cristin.unitcode222,59,1,0
cristin.unitnameInstitutt for matematikk og naturfag
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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