The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark

Research output: Contribution to journal › Journal article › Research › peer-review

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The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark. / Evans, Henry James.

In: Nordic Studies in Science Education, Vol. 18, No. 2, 2022, p. 162-180.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Evans, HJ 2022, 'The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark', Nordic Studies in Science Education, vol. 18, no. 2, pp. 162-180. https://doi.org/10.5617/nordina.8945

APA

Evans, H. J. (2022). The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark. Nordic Studies in Science Education, 18(2), 162-180. https://doi.org/10.5617/nordina.8945

Vancouver

Evans HJ. The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark. Nordic Studies in Science Education. 2022;18(2):162-180. https://doi.org/10.5617/nordina.8945

Author

Evans, Henry James. / The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark. In: Nordic Studies in Science Education. 2022 ; Vol. 18, No. 2. pp. 162-180.

Bibtex

@article{d0dfbed7a88d4a19b9b5b29311e2e9b4,
title = "The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark",
abstract = "Denmark has a strong foundation in terms of sustainability, making the country an interesting backdrop for studying how the overarching sustainability agenda has shaped education practice. This study investigated the scope and status of sustainability education targeted at grade 4-6 students in Danish out-of-school science education institutions, such as natural history museums, science and technology museums, science centres, zoos and aquaria. First, a desktop review took place to map educational programmes with sustainability content. Second, five representative programmes were selected for further study. Thematic analysis of observation field notes and interviews with educators and teachers yielded four themes that collectively defined the sustainability programmes: institution, formal education, content and pedagogy. The final sections of the paper contextualise these themes, and discuss their implications for sustainability education in out-of-school practice. The study concludes by offering reflections on constructive future pathways for sustainability education.",
author = "Evans, {Henry James}",
note = "Publisher Copyright: {\textcopyright} 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.",
year = "2022",
doi = "10.5617/nordina.8945",
language = "English",
volume = "18",
pages = "162--180",
journal = "Nordic Studies in Science Education",
issn = "1894-1257",
publisher = "University of Oslo",
number = "2",

}

RIS

TY - JOUR

T1 - The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark

AU - Evans, Henry James

N1 - Publisher Copyright: © 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.

PY - 2022

Y1 - 2022

N2 - Denmark has a strong foundation in terms of sustainability, making the country an interesting backdrop for studying how the overarching sustainability agenda has shaped education practice. This study investigated the scope and status of sustainability education targeted at grade 4-6 students in Danish out-of-school science education institutions, such as natural history museums, science and technology museums, science centres, zoos and aquaria. First, a desktop review took place to map educational programmes with sustainability content. Second, five representative programmes were selected for further study. Thematic analysis of observation field notes and interviews with educators and teachers yielded four themes that collectively defined the sustainability programmes: institution, formal education, content and pedagogy. The final sections of the paper contextualise these themes, and discuss their implications for sustainability education in out-of-school practice. The study concludes by offering reflections on constructive future pathways for sustainability education.

AB - Denmark has a strong foundation in terms of sustainability, making the country an interesting backdrop for studying how the overarching sustainability agenda has shaped education practice. This study investigated the scope and status of sustainability education targeted at grade 4-6 students in Danish out-of-school science education institutions, such as natural history museums, science and technology museums, science centres, zoos and aquaria. First, a desktop review took place to map educational programmes with sustainability content. Second, five representative programmes were selected for further study. Thematic analysis of observation field notes and interviews with educators and teachers yielded four themes that collectively defined the sustainability programmes: institution, formal education, content and pedagogy. The final sections of the paper contextualise these themes, and discuss their implications for sustainability education in out-of-school practice. The study concludes by offering reflections on constructive future pathways for sustainability education.

U2 - 10.5617/nordina.8945

DO - 10.5617/nordina.8945

M3 - Journal article

AN - SCOPUS:85142334755

VL - 18

SP - 162

EP - 180

JO - Nordic Studies in Science Education

JF - Nordic Studies in Science Education

SN - 1894-1257

IS - 2

ER -

ID: 342569890