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  • 1.
    Hasslöf, Helen
    et al.
    Linköping University, Department of Social and Welfare Studies.
    Ekborg, Margareta
    Lärande och samhälle, Malmö högskola, Malmö.
    Malmberg, Claes
    School of Teacher Education. Halmstad University, Halmstad.
    Discussing sustainable development among teachers :: an analysis from a conflict perspective2014In: International Journal of Environmental and Science Education, ISSN 1306-3065, Vol. 9, p. 41-57Article in journal (Refereed)
    Abstract [en]

    Education for Sustainable Development has been discussed as problematic, as a top down directive promoting an "indoctrinating" education. The concept of the intertwined dimensions (economic, social-cultural, and environmental) of sustainable development is seen both as an opportunity and as a limitation for pluralistic views of sustainability. In this paper we study possibilities that allow different perspectives of sustainability to emerge and develop in discussions. We focus on the conflicting perspectives of the intertwined dimensions in some main theoretical models in combination with the use of Wertsch's function of speech framework to construct a conflict reflection tool. As an illustrative case, we apply this conflict reflection tool to an analysis of a discussion among seven secondary school teachers on climate change. The results in this particular example show the dynamics of speech genre and content in developing different perspectives. We conclude our paper with a discussion of the conflicting view of the integrated dimensions of sustainability in relation to an agonistic pluralistic approach, and we consider its relevance in an educational context.

  • 2.
    Stadig Degerman, Mari
    et al.
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Larsson, Caroline
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Anward, Jan
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    When metaphors come to life: at the interface of external representations, molecular processes and student learning2012In: International Journal of Environmental and Science Education, ISSN 1306-3065, Vol. 7, no 4, p. 563-580Article in journal (Refereed)
    Abstract [en]

    When studying the molecular aspect of the life sciences, learners must be introduced to somewhat inaccessible phenomena that occur at the sub-micro scale. Despite the difficulties, students need to be familiar with and understand the highly dynamic nature of molecular processes. Thus, external representations1 (ERs) can be considered unavoidable and essential tools for student learning. Besides meeting the challenge of interpreting external representations, learners also encounter a large array of abstract concepts2, which are challenging to understand (Orgill & Bodner, 2004). Both teachers and learners use metaphorical language as a way to relate these abstract phenomena to more familiar ones from everyday life. Scientific papers, as well as textbooks and popular science articles, are packed with metaphors, analogies and intentional expressions. Like ERs, the use of metaphors and analogies is inevitable and necessary when communicating knowledge concerning molecular phenomena. Therefore, a large body of published research related to metaphors concerns science teachers’ and textbook writers’ interpretation and use of metaphors (Harrison & Treagust, 2006). In this paper we present a theoretical framework for examining metaphorical language use in relation to abstract phenomena and external representations. The framework was verified by using it to analyse students’ meaning-making in relation to an animation representing the sub-microscopic and abstract process of ATP-synthesis in Oxidative Phosphorylation. We seek to discover the animator’s intentions while designing the animation and to identify the metaphors that students use while interacting with the animation. Two of these metaphors serve as examples of a metaphor analysis, in which the characteristics of metaphors are outlined. To our knowledge,  no strategies to identify and understand the characteristics, benefits, and potential pitfalls of particular metaphors have, to date, been presented in science education research. Our aspiration is to contribute valuable insights into metaphorical language use at the interface between external representations, molecular processes, and student learning.

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