Opportunities for Education for Sustainability through multidimensional preschool science

Authors

  • Bodil Sundberg Institutionen för Naturvetenskap och Teknik Örebro Universitet 701 82 Örebro, Sweden +46(0)19303367
  • Sofie Areljung Institutionen för Naturvetenskap och TeknikÖrebro Universitet701 82 Örebro, Sweden+46(0)19303000
  • Christina Ottander Institutionen för naturvetenskapernas och matematikens didaktik Umeå Universitet 901 87 Umeå, Sweden christina.ottander@umu.se +46(0)907867124

DOI:

https://doi.org/10.5617/nordina.6237

Abstract

In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy, play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we show several examples of how multidimensional science teaching provide opportunities for children to develop agency and empowerment as well as connectedness with the environment, and some examples of creative problem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensional science teaching in a way that contributes to EfS.

Author Biographies

Bodil Sundberg, Institutionen för Naturvetenskap och Teknik Örebro Universitet 701 82 Örebro, Sweden +46(0)19303367

PhD

Sofie Areljung, Institutionen för Naturvetenskap och TeknikÖrebro Universitet701 82 Örebro, Sweden+46(0)19303000

PhD

Christina Ottander, Institutionen för naturvetenskapernas och matematikens didaktik Umeå Universitet 901 87 Umeå, Sweden christina.ottander@umu.se +46(0)907867124

Professor

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Published

2019-11-26

Issue

Vol. 15 No. 4 (2019): Nordina

Section

Articles

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