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Biologiämnets osynliga värderingsförmedling: Gymnasieelevers värderingar kring miljöfrågor från gymnasiet och biologiundervisningen
Kristianstad University, Faculty of Education.
2021 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The invisible distribution of values from biology education : Upper secondary school students’ attitudes regarding environmental issues (Swedish)
Abstract [sv]

Skolan har som uppgift att förmedla såväl kunskaper som värden till eleverna, bland annat gällande deras inställning till miljöfrågor, men huruvida läroplanens efterfrågade värderingar förmedlas i ämnesundervisningen tål att studeras vidare. Den här studien breddar tidigare forsknings kvantitativa metodologier med en fenomenologisk ansats, och undersöker genom intervjuer med fem elever och deras lärare om, och i så fall hur, biologiundervisningen på gymnasiet bidrar till elevernas värderingar kring miljöfrågor. Elevernas resonemang visar på svagt biocentriska värderingar, och hur individuellt ansvar står i fokus för att möta ett akut miljöhot, och för att skydda ett allomfattande ekosystem. Undervisningen påverkar eleverna genom ämneskunskaper, som breddar värderingarnas horisontella struktur. Frågan om skolan förändrar värderingar kvarstår. Utifrån elevernas resonemang lyckas skolan generellt sett i sitt värderingsuppdrag, om än som en sekundär agent, och värderingsförmedlingen är i stort osynlig, d.v.s. något närvarande men som inte riktigt framkommer innan den synliggörs genom aktivt letande. Studien visar på vikten av undervisningsinslag utanför klassrummet samt en varierad ämnesdidaktik för att underlätta värdeförmedling i undervisningen.

Abstract [en]

The upper secondary school, as well as the compulsory school, should not only give students knowledge, but attitudes as well, for example regarding environmental issues. Whether or not the attitudes regarding environmental issues present in the upper secondary schools’ curriculum are distributed through the student’s education is studied in this thesis, with special focus on education in biology. Previous research have primarily studied attitudes from a quantitative methodological approach, this thesis widen the approach by adopting a phenomenological approach, with semi-structured qualitative interviews with five students and their teacher, with the aim of researching if, and if so, how, upper secondary school education in biology affect the students attitudes regarding environmental issues. The results shows that the students have, generally speaking, weak biocentric values, and that individual responsibility and agency is central in dealing with an acute environmental threat, and protecting an all-encompassing eco-system. The education affects the student’s attitudes by adding subject-specific knowledge, which broadens the horizontal attitude structure. Though, the question whether or not the education changes any values remain. Following from the student’s reasonings, the school is successful in distributing the asked-for values, though as a secondary agent, and that the distribution of values is somewhat invisible: present, but only when actively looked for. The study also acknowledges the importance of education that goes outside the classroom’s walls, and that a varied education facilitates the distribution of values.

Place, publisher, year, edition, pages
2021. , p. 84
Keywords [en]
Attitudes, education, upper secondary school, biology, environment, nature
Keywords [sv]
Värderingar, bioloigundervisning, gymnasiet, biologi, miljö, natur
National Category
Didactics Learning
Identifiers
URN: urn:nbn:se:hkr:diva-22194OAI: oai:DiVA.org:hkr-22194DiVA, id: diva2:1579923
Subject / course
Miscellaneous
Educational program
Ämneslärarutbildningen inriktning mot gymnasiet
Supervisors
Examiners
Available from: 2021-07-12 Created: 2021-07-12 Last updated: 2021-07-12Bibliographically approved

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