Nordic Journal of Comparative and International Education (NJCIE)最新文献

Interdisciplinary Teaching Scenarios on Sustainable Development in Croatia 克罗地亚可持续发展跨学科教学方案

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5630

Veljko Armano Linta

{"title":"Interdisciplinary Teaching Scenarios on Sustainable Development in Croatia","authors":"Veljko Armano Linta","doi":"10.7577/njcie.5630","DOIUrl":"https://doi.org/10.7577/njcie.5630","url":null,"abstract":"This paper reflects on the project for the creation of teaching scenarios for the curricular Interdisciplinary Topic of Sustainable Development, which addressed a wide variety of subjects in Croatian primary and secondary schools. The paper intends to provide insight into potentially replicable approaches for the creation of teaching resources in similar contexts. The paper aims to identify (1) the project’s approaches that stimulated interdisciplinary collaboration during the creation of the teaching scenarios, and (2) the project’s approaches that could facilitate the adoption of the teaching scenarios by a wide variety of subject teachers. The approaches are explored through observation and reflection by the author, who was the key expert and development leader for the teaching scenarios. The interdisciplinary creation is found to be stimulated by creating conditions for authors to explore sustainable development with an awareness of their subject’s important role in it while paying attention to team relationships, processes, and results, including in online collaboration spaces. The teaching scenarios are found to be more likely to support a multidisciplinary type of implementation than an interdisciplinary one due to teaching activities mostly being not integrated enough to enable team teaching. This, however, allows more enthusiastic individual teachers to use the activities autonomously. The scenario adoption may be supported by the efficient simultaneous addressing of subject outcomes and sustainable development outcomes, by the adaptability of teaching activities, and by the connection between scenario topics and real life, including the life of the school community and wider communities.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"13 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141100484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Because they have technology” "因为他们拥有技术"

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5627

Øyvind K. Mellingen

引用次数: 0

The transformative potential of textbooks 教科书的变革潜力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5622

M. Pollari, Minna Autio, Anna-Liisa Elorinne

{"title":"The transformative potential of textbooks","authors":"M. Pollari, Minna Autio, Anna-Liisa Elorinne","doi":"10.7577/njcie.5622","DOIUrl":"https://doi.org/10.7577/njcie.5622","url":null,"abstract":"Education is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students' perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Interdisciplinary Approaches to Education for Sustainable Development 探索可持续发展教育的跨学科方法

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5877

R. Didham, Hiroki Fujii, Gregor Torkar

引用次数: 0

Futures Thinking in Middle School Science Textbooks 初中科学教科书中的未来思维

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5647

Khalifatulloh Fiel'ardh

{"title":"Futures Thinking in Middle School Science Textbooks","authors":"Khalifatulloh Fiel'ardh","doi":"10.7577/njcie.5647","DOIUrl":"https://doi.org/10.7577/njcie.5647","url":null,"abstract":"This research aims to illuminate the characteristics of \"Futures Thinking\" components within the interdisciplinary units of \"Science, Technology, and Humanity\" and \"Nature and Humanity\" and \"Sustainable development\" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: \"Envisioning the Future,\" \"Predicting the Future,\" and \"Planning for the Future.\" Each component is further broken down into more precise indicators. For \"Envisioning the Future,\" indicators include perspectives on \"Multiple Futures,\" the \"Science of Future,\" and \"Hope and Fears.\" For \"Predicting the Future,\" we delve into the \"Scenario\" technique, alongside \"Forecasting\" and \"Backcasting\" strategies. \"Planning for the Future\" assesses the \"Precautionary\" approach, \"Evaluating Action,\" and understanding \"Risk and Changes.\" The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the \"Science, Technology, and Humans\" unit, (2) a scant representation of \"Multiple Futures\" and \"Scenario\" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"13 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education Beyond Green Growth 超越绿色增长的教育

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5618

Sharon Stein, Vanessa Andreotti, Cash Ahenakew, Rene Suša, Lisa Taylor, Will Valley, Dino Siwek, Camilla Cardoso, Carolina Azul Duque, Bill Calhoun, Shawn van Sluys, Dani Pigeau, Dani D’Emilia

引用次数: 0

Teaching and Learning Sustainable Consumption: A Guidebook 可持续消费的教与学：指导手册

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5815

Gregor Torkar

引用次数: 0

Sustainable Development, Education and Learning: The Challenge of Inclusive, Quality Education for All 可持续发展、教育与学习：全纳、优质全民教育的挑战

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5855

Hiroki Fujii

引用次数: 0

Humanistic Thought and Education for Sustainable Development 人文思想与可持续发展教育

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-05-24 DOI: 10.7577/njcie.5611

Katrin Kohl, Zainal Abidin Sanusi, Suhailah Hussien

{"title":"Humanistic Thought and Education for Sustainable Development","authors":"Katrin Kohl, Zainal Abidin Sanusi, Suhailah Hussien","doi":"10.7577/njcie.5611","DOIUrl":"https://doi.org/10.7577/njcie.5611","url":null,"abstract":"Education for Sustainable Development (ESD) is an education concept, central to what is globally understood as quality education and endorsed by the United Nations as a key enabler of all Sustainable Development Goals (SDGs). ESD has been around for more than three decades and has sparked its own academic discourse and field of research. Yet, ESD is not fully embedded in all education systems and within societies. Although stakeholders from academia and practice are engaged in addressing ESD since its inclusion in Agenda 21 in 1992, there has been a struggle to develop a shared conceptual understanding. The discussion in theory and practice is still underway, with researchers grappling in depth with the understanding of ESD, its thematic width, concrete implementation, and tangible outcomes. Following the current quest by UNESCO to reconsider existing ways of knowing and to question where knowledge comes from and how we add to it, the authors of this article examined a sample of ESD literature on whether epistemic foundations of ESD including its role as a program within UNESCO are considered in the discourse. They concentrate in their review on humanist approaches as an important perspective for UNESCO. The results point to a gap in the current literature. The authors also show that, if ESD was grounded in humanistic thought, it could pose a barrier for certain worldviews to engage with or implement ESD. Therefore, ESD’s foundations require further examination. This paper is a first step in drawing attention to the need to make ESD’s foundations more explicit.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141100684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Tribute to Professor Wing On Lee 向李永安教授致敬

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2024-01-30 DOI: 10.7577/njcie.5752

Karen Parish, Heidi Biseth, Halla B. Holmarsdottir, Aihua Hu

引用次数: 0