Researchers call for holistic and student-centered approaches in sustainable development education. Two PhD theses form the University of Helsinki focus on sustainable development education bringing new knowledge and suggestions on meaningful and relevant approaches in STEM teaching.
Global environmental problems are dramatically affecting natural environments and, ultimately, the way we live. Science and technology are generally recognized as the best options to deal with global challenges including climate change and to secure a sustainable future.
To drive forward sustainable development we need more science, technology and engineering experts who are aware of the complex environmental, societal and economical aspects of the issues at hand. In education development could be used as a meaningful and relevant context to engage students in learning.
Two recent PhD dissertations published at the University of Helsinki examine the role of sustainable development education and propose new pedagogical methods.
In her thesis Marianne Juntunen carried out design research to study the features of holistic and inquiry-based learning methods in sustainable development education in the context of secondary school chemistry. Her aims were to explore sustainable development education through varied approaches such as green chemistry, product life-cycles analysis, argumentation and environmental literacy.
“Students find it relevant when content knowledge in chemistry is connected to societal aspects and action competencies. When the context of the subject is personal in some way students are interested in learning. It also increases the students’ ability to take actively part in building a sustainable future,” Juntunen says.
Sakari Tolppanen shares Juntunen’s holistic point of view in sustainable development education.
Tolppanen’s PhD thesis focused on sustainable development education from the point of view of gifted international students. To discover what the students found relevant about sustainable development and its education he analyzed the types of questions the students asked about sustainable development, what actions they took to make a difference and what kind of expectations they had from non-formal education, a science camp, with the theme of sustainable development.
“Young people have an essential role in building a sustainable future so it is very important to take into account their questions, actions and expectations in teaching sustainable development. This approach would also help them to develop a cross-disciplinary understanding of sustainable development,” Tolppanen says.
”The students were interested in both scientific, societal and ethical questions regarding sustainable development. The results indicate sustainable development education should be holistic instead of separating the scientific side from the social and ethical questions,” he continues.
According to Tolppanen’s studies STEM teachers should move towards student-centered learning by taking the students’ questions and interests into account in sustainable development education.
”Sustainable development education could use the opportunity to give students more autonomy and responsibility of their own learning,” Tolppanen concludes.
Text: Maija Pollari.
