Supporting primary students’ critical thinking in whole-class conversations about sustainability issues
Bibliographic Data
| ID | 12526320 |
|---|---|
| Authors | Marthe Berg Andresen Reffhaug (0000-0001-5607-1236, OsloMet – Oslo Metropolitan University, corresponding author), Emilia Andersson-Bakken (0000-0002-5110-6716, OsloMet – Oslo Metropolitan University), Kirsti Marie Jegstad (0000-0002-4723-7094, OsloMet – Oslo Metropolitan University) |
| Year | 2024 |
| Volume | 30 |
| Issue | 10 |
| Pages | 1840-1855 |
| Publication date | 2024-01-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2024.2309584 |
| OpenAlex | W4391323332 |
| Language | EN |
| Citations received | 1 |
| References cited | 45 |
In environmental and sustainability education, critical thinking is important for the pluralistic teaching tradition, creating opportunities for student autonomy, deliberation and participation. However, focusing on student participation can also result in relativism or reproduction. Consequently, this article aims to investigate how different epistemological levels in whole-class conversations about sustainability issues can support students' emergent critical thinking. Transcripts of video-recorded whole-class conversations from 11 lessons in primary classrooms were analysed to answer the following research question: What epistemological levels are in play when the aim is to enhance critical thinking, and how are they visible in whole-class conversations? Our analysis reveals that all epistemological levels are essential in supporting primary students' critical thinking, and it shows how teachers can avoid relativism and reproduction through specific teaching moves that also enhance critical thinking. Thus, critical thinking is necessary to achieve the democratic aims of the pluralistic teaching tradition
Autonomy · Class (philosophy · Critical pedagogy · Critical thinking · Deliberation · Democracy · Environmental education · Epistemology · Pedagogy · Philosophy for Children · Political science · Politics · Relativism · Sociology · Sustainability · Teaching method · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Environmental Education and Sustainability · Philosophy · Ecology
Research Methods in Education
Abductive Analysis
Conceptualizing critical thinking
Student Thought and Classroom Language
Learning for a Change
Strategies for Teaching Students to Think Critically
Dialogic Teaching
‘Don’t Say It’s Going to Be Okay’
Talking Science
Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context
Critical Thinking as Discourse
Identifying effective climate change education strategies
Pluralistic environmental and sustainability education – a scholarly review
Going to action? A literature review on educational proposals in formal Environmental Education
Participatory approach in practice
Learning sustainability as an effect of disruption
The role of knowledge in participatory and pluralistic approaches to ESE
The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria
Education for sustainable development, participation and socio‐cultural change
Pluralism in practice – experiences from Swedish evaluation, school development and research
Interdisciplinary primary school curriculum units for sustainable development
Environmental and sustainability education in a post-truth era. An exploration of epistemology and didactics beyond the objectivism-relativism dualism
Normalizing catastrophe
Opening Dialogue
A Developmental Model of Critical Thinking
Design-Based Research
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |