Keynotes


1. June 2021 kl. 09.00 - 10.00

Senior lecturer Lars Brian Krogh, VIA University College, Denmark

 



Motivational perspectives on sustainability education – for the better.

According to UNESCO sustainability learners do not only need to analyze and find out what is sustainable, they also require the motivation to adopt sustainable courses of action. Students’ motivation is essential as drive for learning and as a learning outcome in itself. However, in education for sustainability education (ESD) student motivation tend to be taken for granted, rather than planned for. Studies of students’ SD-attitudes also indicate that affective learning outcomes are scarce. Clearly, there is a need as well as a potential for improvement.

 

In this keynote the motivational affordances of teaching and learning for sustainability are scrutinized, holding the present ESD-state against major motivational theories. Characteristic ESD-tasks, teaching methods, and contexts will be discussed, in order to highlight motivationally critical features and to offer recommendations for change. For the better.


1. June 2021 kl. 14.20 - 15.05

Professor of Transformative Learning for Socio-Ecological Sustainability, Arjen E.J. Wals, Wageningen University, Netherlands

 

 

Re-imagining Science Education on a Planet in Crisis

What role can and should science education play in times of systemic global dysfunction as manifested in runaway climate change, dramatic loss of biodiversity and the continued toxification of air, water, soils and bodies? The keynote will exemplify forms of science education that are part of a whole school approach to sustainable development. Based on Gert Biesta’s three functions of education I will speak of the meaning and significance of eco-socialisation, eco-qualification and eco-subjectification as purposes of education that is relevant, responsive and re-imaginative for creating more hopeful and inspiring futures. Science education will need to be anchored in the lifeworld of students, emergent existential questions and the local environment, including the school itself, as a place nested in a wider world. This implies attention to place-based, experiential and more actionable forms of learning in which scientific inquiry is one of multiple forms of inquiry that students need to utilize, assess and combine when addressing these questions, and trying to contribute to a transition towards a more sustainable world.

 


2. June 2021 kl. 09.00 - 09.45

Professor in Science Education Niklas Gericke, Karlstad University, Sweden

 

  

Entering the Era of the Anthropocene - From Knowledge to Action.
The humanity has entered the new geological era of the Anthropocene, were humans are the main transformer of the earth, and many planetary boundaries have been surpassed. Worldwide there is a call for action. In educational policy and practice, this has led to a turn in educational goals from knowledge to action. Sustainability education, science education included, is suggested to develop students with the necessary competence for taking action, i.e. action competence for sustainability. In this key note, I will address the possibility of a specific teaching approach, such as Education for Sustainable Development, to achieve such a goal based on the results from nationwide and longitudinal studies in Sweden. What aspects of teaching might influence students’ action competence? Moreover, is such an education even desirable?

 

 
2. June 2021 kl. 14:55 - 14:50

Invited symposium, Nordic Science Resource Centers

 

Speaker and coordinator: 

Head of Development, Dorte Salomonsen, ASTRA, Copenhagen, Denmark