Didaktik modelling illustrated by sustainability teaching arrangements in preschool
Article Sidebar
Main Article Content
Abstract
This paper presents the research behind the formulation of a new didaktik model on waste and material resources in preschool. The research was part of an extensive collaborative R&D programme, involving close to 300 preschool teachers/managers and researchers, to build systematic knowledge on what may characterize teaching in preschool based on scientific grounds and proven experience. The guiding question in this specific study was what it can look like to teach sustainability issues in preschool. The teaching examined in the study was informed by the concept of didaktik as well as by pragmatic theory. Using the methodological approach of abductive analysis, a new didaktik model was designed. This process of generating a new didaktik model is part of didaktik modelling, a focus of the paper.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Andersson, K., & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children?. Cultural Studies of Science Education, 9, 275-296. https://doi.org/10.1007/s11422-012-9439-6 DOI: https://doi.org/10.1007/s11422-012-9439-6
Arnold, K.-H. (2012). Didactics, didactic models and learning. In: N. M. Seel (Ed.) Encyclopedia of the Sciences of Learning, pp. 986-990. Boston: Springer. DOI: https://doi.org/10.1007/978-1-4419-1428-6_1833
Biesta, G. (2012). Becoming world-wise: An educational perspective on rhetorical curriculum, Journal of Curriculum Studies, 44, 815-826. https://doi.org/10.1080/00220272.2012.730285 DOI: https://doi.org/10.1080/00220272.2012.730285
Borg, F., & Gericke, N. (2021). Local and global aspects: Teaching social sustainability in Swe-dish preschools. Sustainability, 13, 3838. https://doi.org/10.3390/su13073838 DOI: https://doi.org/10.3390/su13073838
Broström, S. (2015). Science in early childhood education. Journal of Education and Human Develop-ment, 4, 107-124. DOI: https://doi.org/10.15640/jehd.v4n2_1a12
Broström, S., & Frøkjær, T. (2021). Pædagogik for bæredygtighed og science i dagtilbud [Pedagogy for sustainability and science in day care]. København: Samfundslitteratur.
Burman, A. (2014). Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande [The reflective experience: John Dewey on democracy, education and thinking]. Huddinge: Sö-dertörns högskola.
Caiman, C., & Halvars, B. (2020). Undervisning och lärande för hållbar utveckling i förskolan [Teaching and learning for sustainable development in preschool]. In: G. Åsén (Ed.) Vad säger forskningen om svensk förskola? (pp. 176-203). Stockholm: Liber.
Caiman, C., Hedefalk, M., & Ottander, C. (2022). Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container. Environmental Education Research, 28, 457-475. https://doi.org/10.1080/13504622.2021.2012130 DOI: https://doi.org/10.1080/13504622.2021.2012130
Chiu, M. H., & Lin, J. W. (2019). Modeling competence in science education. Disciplinary and In-terdisciplinary Science Education Research, 1, 12. https://doi.org/10.1186/s43031-019-0012-y DOI: https://doi.org/10.1186/s43031-019-0012-y
Dewey, J. (1916/1966). Democracy and education. New York: The Free Press.
Duit, R. (2015). Didaktik. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 325-327). Dordrecht: Springer. DOI: https://doi.org/10.1007/978-94-007-2150-0_156
Fellenz, M. R. (2016). Forming the professional self: Bildung and the ontological perspective on professional education and development. Educational Philosophy and Theory, 48, 267-283. https://doi.org/10.1080/00131857.2015.1006161 DOI: https://doi.org/10.1080/00131857.2015.1006161
Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in educational contexts – towards a con-ceptual framework for dilemmas in teachers’ work. Teachers and Teaching, 19, 4-17. https://doi.org/10.1080/13540602.2013.744195 DOI: https://doi.org/10.1080/13540602.2013.744195
Fridberg, M., Jonsson, A., Redfors, A., & Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity. International Journal of Science Educa-tion, 41, 2542-2556. https://doi.org/10.1080/09500693.2019.1689585 DOI: https://doi.org/10.1080/09500693.2019.1689585
Gomes, J., & Fleer, M. (2020). Is science really everywhere? Teachers’ perspectives on science learning possibilities in the preschool environment. Research in Science Education, 50, 1961-1989. https://doi.org/10.1007/s11165-018-9760-5 DOI: https://doi.org/10.1007/s11165-018-9760-5
Gundem, B. B. (2000). Understanding European didactics. In: M. Ben-Peretz & S. Brown & B. Moon (Eds.), Routledge International Companion to Education (pp. 235-262). London: Routledge.
Gundem, B. (2010). Didactics–Didaktik–Didactique. In: C. Kridel (Ed.), Encyclopedia of Curriculum Studies (pp. 293-294). Thousand Oaks: SAGE.
Hamilton, D. (1999). The pedagogic paradox (or why no didactics in England?). Pedagogy, Culture & Society, 7, 135-152. https://doi.org/10.1080/14681369900200048 DOI: https://doi.org/10.1080/14681369900200048
Hamza, K., Palm, O., Palmqvist, J., Piqueras, J., & Wickman, P.-O. (2018). Hybridization of practices in teacher–researcher collaboration. European Educational Research Journal, 17, 170-186. https://doi.org/10.1177/1474904117693850 DOI: https://doi.org/10.1177/1474904117693850
Hedefalk, M. (2014). Förskola för hållbar utveckling: Förutsättningar för barns utveckling av handlingskom-petens för hållbar utveckling [A preschool for sustainable development: Preconditions for children’s development of action competence for sustainable development]. Diss., Upp-sala: Uppsala University.
Hedefalk, M. (2018). Diskurser om undervisning för hållbar utveckling på ett förskollärarpro-gram [Discourses on teaching for sustainable development in a preschool teacher pro-gram]. Utbildning & Demokrati, 27, 37-58. DOI: https://doi.org/10.48059/uod.v27i2.1101
Hedefalk, M., Caiman, C., Ottander, C., & Almqvist, J. (2021). Didactical dilemmas when plan-ning teaching for sustainable development in preschool. Environmental Education Re-search, 27, 37-49. https://doi.org/10.1080/13504622.2020.1823321 DOI: https://doi.org/10.1080/13504622.2020.1823321
Hogstad, K. H. (2021). Is (it) time to leave eternity behind? Rethinking Bildung’s implicit tempo-rality. Journal of Philosophy of Education, 55, 589-605. https://doi.org/10.1111/1467-9752.12492 DOI: https://doi.org/10.1111/1467-9752.12492
Hopmann, S. (2007). Restrained teaching: the common core of Didaktik. European Educational Research Journal, 6, 109-124. https://doi.org/10.2304/eerj.2007.6.2.109 DOI: https://doi.org/10.2304/eerj.2007.6.2.109
Horlacher, R. (2016). The educated subject and the German concept of Bildung – a comparative cultural histo-ry. London: Routledge. DOI: https://doi.org/10.4324/9781315814667
Hudson, B., & Meyer, M. A. (eds.) (2011). Beyond fragmentation: didactics, learning and teaching in Eu-rope. Leverkusen: Barbara Budrich Publishers. DOI: https://doi.org/10.2307/j.ctvhktksh
Hutchings, R. (2014). Understanding of and vision for the Environmental Humani-ties. Environmental Humanities, 4, 213-220. DOI: https://doi.org/10.1215/22011919-3615007
Ingerman, Å., & Wickman, P.-O. (2015). Towards a teachers’ professional discipline. In P. Bur-nard, B.-M. Apelgren, & N. Cabaroglu (Eds.), Transformative teacher research: In theory and prac-tice for the C21st, pp. 167-179. Rotterdam: Sense Publishing. DOI: https://doi.org/10.1163/9789463002233_014
Jordt Jørgensen, N., Madsen, K. D., & Læssøe, J. (2018). Waste in education: the potential of materiality and practice. Environmental Education Research, 24, 807-817. https://doi.org/10.1080/13504622.2017.1357801 DOI: https://doi.org/10.1080/13504622.2017.1357801
Jordt Jørgensen, N., & Nielsen, G. B. (2019). Kompostens politik: Magt, modstand og forandring i grøn omstilling af affaldshåndtering i en dansk børnehave [Compost policy: power, re-sistance and change in green conversion of waste management in a Danish pre-school]. Forskning og Forandring, 2(2), 6-24. DOI: https://doi.org/10.23865/fof.v2.1722
Kemp, P. (2005). Världsmedborgaren – politisk och pedagogisk filosofi för det 21 århundradet [Citizen of the world: Cosmopolitan ideals for the 21st century; published in English 2010]. Göteborg: Daidalos.
Klafki, W. (1995). Didactic analysis as the core of preparation of instruction. Journal of Curriculum Studies, 27, 13-30. https://doi.org/10.1080/0022027950270103 DOI: https://doi.org/10.1080/0022027950270103
Krogh, E., Qvortrup, A., & Graf, S. T. (Eds.) (2021). Didaktik and curriculum in ongoing dialogue. London: Routledge. DOI: https://doi.org/10.4324/9781003099390
Ligozat, F., & Almqvist, J. (2018). Conceptual frameworks in didactics − learning and teaching: trends, evolutions and comparative challenges. European Educational Research Journal, 17, 3−16. DOI: https://doi.org/10.1177/1474904117746720
Løvlie, L. (2015). Herbart om oppdragelse, formbarhet og takt [Herbart about upbringing, for-mability and tact]. Nordisk tidsskrift for pedagogikk og kritikk, 1. DOI: https://doi.org/10.17585/ntpk.v1.91
Lunde, T., & Sjöström, J. (2021). Didaktiska modeller som kärnan i ämnesdidaktik – forskning som eftersträvar en professionsvetenskap för lärare [Didaktik models as the core of subject didaktik – research that strives for a professional science for teachers]. ATENA Didaktik, 3(1) DOI: https://doi.org/10.3384/atena.2020.3299
Lundegård, I., & Caiman, C. (2019). Didaktik för naturvetenskap och hållbar utveckling – fem former av demokratiskt deltagande [Didaktik for science and sustainable development – five forms of democratic participation]. NorDiNa: Nordic Studies in Science Education, 15, 482-497. DOI: https://doi.org/10.5617/nordina.4822
Lundqvist, E., Almqvist, J., & Östman, L. (2009). Epistemological norms and companion mean-ings in science classroom communication. Science Education, 93, 859-874. https://doi.org/10.1002/sce.20334 DOI: https://doi.org/10.1002/sce.20334
Marton, F. (2015). Necessary conditions of learning. New York: Routledge. DOI: https://doi.org/10.4324/9781315816876
Melker, K., Mellgren, E., & Pramling Samuelsson, I. (2018). Undervisning i förskolan – en fråga om att stötta och att skapa gemensamt fokus [Teaching in preschool – a matter of sup-porting and creating a common focus]. Forskning om undervisning och lärande (ForskUL), 6, 64-86.
Meyer, M., Meyer, H., & Ren, P. (2017). The German Didaktik tradition revisited. In: J. C.-K. Lee & K. J. Kennedy (Eds.) Theorizing teaching and learning in Asia and Europe, pp. 179-216. Lon-don: Routledge. DOI: https://doi.org/10.4324/9781315751900-12
Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16, 59-74. https://doi.org/10.1080/13504620903504032 DOI: https://doi.org/10.1080/13504620903504032
O’Gorman, E., Van Dooren, T., Münster, U., Adamson, J., Mauch, C., Sörlin, S., ... & Jørgensen, D. (2019). Teaching the environmental humanities: International perspectives and practic-es. Environmental Humanities, 11, 427-460. https://doi.org/10.1215/22011919-7754545 DOI: https://doi.org/10.1215/22011919-7754545
Osbeck, C., Ingerman, Å., & Claesson, S. (Eds.) (2018). Didactic classroom studies – a potential research direction. Lund: Nordic Academic Press. DOI: https://doi.org/10.21525/kriterium.14
Peirce, C. S. (1903/1990). Pragmatism och kosmologi: Valda uppsatser [Pragmatism and cosmology: Selected essays]. Gothenburg: Daidalos.
Pramling, N., Wallerstedt, C., Lagerlöf, P., Björklund, C., Kultti, A., Palmér, H., Magnusson, M., Thulin, S., Jonsson, A., & Pramling Samuelsson, I. (2019). Play-responsive teaching in early childhood education. Springer. DOI: https://doi.org/10.1007/978-3-030-15958-0
Pramling Samuelsson, I., & Park, E. (2017). How to educate children for sustainable learning and for a sustainable world. International Journal of Early Childhood, 49, 273-285. https://doi.org/10.1007/s13158-017-0197-1 DOI: https://doi.org/10.1007/s13158-017-0197-1
Rapley, T. (2011). Some pragmatics of qualitative data analysis. In: D. Silverman (Ed.), Qualitative research: issues of theory, method and practice, pp. 273-290. Los Angeles: Sage.
Roberts, D. A. (1982). Developing the concept of “curriculum emphases” in science educa-tion. Science Education, 66, 243-260. DOI: https://doi.org/10.1002/sce.3730660209
Roselius, K., & Meyer, M. A. (2018). Bildung in globalizing times. Zeitschrift für Erziehungswissen-schaft, 21, 217-240. https://doi.org/10.1007/s11618-018-0821-3v DOI: https://doi.org/10.1007/s11618-018-0821-3
Rucker, T. (2020). Teaching and the claim of Bildung: The view from general didactics. Studies in Philosophy and Education, 39, 51-69. https://doi.org/10.1007/s11217-019-09673-0 DOI: https://doi.org/10.1007/s11217-019-09673-0
Rydberg, C. (2018). Didaktiska dilemman i undervisning utifrån samhällsdilemman [Didaktik dilemmas in teaching based on socio-scientific dilemmas]. Licentiat Thesis, Malmö University.
Ryen, E., & Jøsok, E. (2021). Citizenship-as-knowledge: How perspectives from Bildung-centred Didaktik can contribute to European citizenship education beyond competence. European Educational Research Journal, online first, https://doi.org/10.1177/14749041211045777 DOI: https://doi.org/10.1177/14749041211045777
Rømer, T. A. (2021). Gert Biesta – Education between Bildung and post-structuralism. Educational Philosophy and Theory, 53, 34-45. https://doi.org/10.1080/00131857.2020.1738216 DOI: https://doi.org/10.1080/00131857.2020.1738216
Sass, W., Boeve-de Pauw, J., Olsson, D., Gericke, N., De Maeyer, S., & Van Petegem, P. (2020). Redefining action competence: The case of sustainable development. Journal of Environmen-tal Education, 51, 292-305. https://doi.org/10.1080/00958964.2020.1765132 DOI: https://doi.org/10.1080/00958964.2020.1765132
Seel, H. (1999). Didaktik as the professional science of teachers. In B. Hudson, F. Buchberger, P. Kansanen & H. Seel (Eds.), Didaktik/Fachdidaktik as science(-s) of the teaching profession? Vol. 2, pp. 85–94. Umeå: Thematic Network of Teacher Education in Europe Publications.
Sjögren, H. (2020). A review of research on the Anthropocene in early childhood educa-tion. Contemporary Issues in Early Childhood, online first, https://doi.org/10.1177/1463949120981787 DOI: https://doi.org/10.1177/1463949120981787
Sjöström, J. (2018). Science teacher identity and eco-transformation of science education: com-paring Western modernism with Confucianism and reflexive Bildung. Cultural Studies of Sci-ence Education, 13, 147-161. https://doi.org/10.1007/s11422-016-9802-0 DOI: https://doi.org/10.1007/s11422-016-9802-0
Sjöström, J. (2019a). Didaktisk modellering [Didaktik modelling]. In: K. Stolpe, G. Höst & A. Larsson (Eds.) Forum för forskningsbaserad NT-undervisning. Bidrag från konferensen FobasNT18 13-14 mars 2018 i Norrköping, pp. 121-132. Linköping: Linköping University Electronic Press.
Sjöström, J. (2019b). Vad kan känneteckna undervisning i förskola med fokus på hållbar utveckl-ing? [What can characterize teaching in preschool with a focus on sustainable develop-ment?] In: A.-C. Vallberg Roth et al. (Eds.) Vad kan känneteckna undervisning och sambedöm-ning i förskola? Förskollärares och chefers/rektorers skriftliga beskrivningar år 2018, pp. 118-129. Malmö: Malmö universitet.
Sjöström, J. (2021). Undervisning i förskola utifrån didaktiskt och pragmatiskt informerat upp-lägg med värden och miljöhållbarhet i fokus [Teaching in preschool based on didaktically and pragmatically informed approach with values and environmental sustainability in focus]. In: A.-C. Vallberg Roth et al. (Eds.) Flerstämmig undervisning i förskolan: Flerstämmig di-daktisk modellering, pp. 149-161. Stockholm: Ifous rapportserie 2021:4.
Sjöström, J., & Eilks, I. (2020). The Bildung theory – from von Humboldt to Klafki and beyond. In: B. Akpan & T. J. Kennedy (Eds.), Science Education in Theory and Practice, pp. 55-67. Springer Texts in Education. Cham: Springer. DOI: https://doi.org/10.1007/978-3-030-43620-9_5
Sjöström, J., Eilks, I., & Talanquer, V. (2020). Didaktik models in chemistry education. Journal of Chemical Education, 97, 910−915. https://doi.org/10.1021/acs.jchemed.9b01034 DOI: https://doi.org/10.1021/acs.jchemed.9b01034
Sjöström, J., Frerichs, N., Zuin, V. G., & Eilks, I. (2017). Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education, 53, 165-192. https://doi.org/10.1080/03057267.2017.1384649 DOI: https://doi.org/10.1080/03057267.2017.1384649
Sjöström, J., & Tyson, R. (2022). Didaktik för lärande och bildning. Stockholm: Liber.
Sjöström, J., & Vallberg Roth, A.-C. (2021). Didaktik models as a bridge between theories and teaching practice. Oral presentation at the conference Teachers Matter – but How?; an interna-tional conference on Didaktik, pedagogy, and classroom research, October 13-15, 2021, Linnaeus University, Sweden.
SKOLFS (2018:50). Skolverkets författningssamling [Statutes of the Swedish National Agency for Education], Läroplan för förskolan Lpfö 18 [Curriculum for the Preschool Lpfö 18]. Stockholm: Skolverket.
Straume, I. S. (2015). The subject and the world: Educational challenges. Educational Philosophy and Theory, 47, 1465-1476. https://doi.org/10.1080/00131857.2014.951596 DOI: https://doi.org/10.1080/00131857.2014.951596
Sundberg, B., Areljung, S., & Ottander, C. (2019). Opportunities for Education for Sustainability through multidimensional preschool science. NorDiNa: Nordic Studies in Science Educat-ion, 15, 358-369. DOI: https://doi.org/10.5617/nordina.6237
Svedäng, M., Halvars, B., Elfström, I., & Unga, J. (2018). Från komplexa frågor till konkret inne-håll – hållbar utveckling ur ett förskoledidaktiskt perspektiv [From complex issues to concrete content – sustainable development from a preschool didaktik perspec-tive]. Pedagogisk forskning i Sverige, 23, 235-261.
Swedish Research Council (2017). God forskningssed [Good research practice]. Stockholm: Veten-skapsrådet.
Sörlin, S. (2017). Antropocen – en essä om människans tidsålder [The Anthropocene – an essay on the human age]. Stockholm: Svante Weyler Bokförlag AB.
Sörlin, S. (2019). Till bildningens försvar – den svåra konsten att veta tillsammans [In defense of Bildung – the difficult art of knowing together]. Stockholm: Natur & Kultur.
Tavory, I., & Timmermans, S. (2014). Abductive analysis: theorizing qualitative research. Chicago: Uni-versity of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226180458.001.0001
Taylor, C. A. (2017). Is a posthumanist Bildung possible? Reclaiming the promise of Bildung for contemporary higher education. Higher Education, 74, 419-435. https://doi.org/10.1007/s10734-016-9994-y DOI: https://doi.org/10.1007/s10734-016-9994-y
Thulin. S. (2011). Lärares tal och barns nyfikenhet [Teacher speech and children's curiosity]. Göte-borg: Acta Universitatis Gothoburgensis.
Thulin, S., & Jonsson, A. (2018). Undervisning i förskolan – om möjligheter att integrera för-skolans bildningsideal med nya uppdrag [Preschool teaching – about opportunities to inte-grate the preschool Bildung ideal with new assignments]. BARN – Forskning om barn og barndom i Norden, 36, 95-108. DOI: https://doi.org/10.5324/barn.v36i3-4.2899
Vallberg Roth, A. C. (2020). What may characterise teaching in preschool? The written descrip-tions of Swedish preschool teachers and managers in 2016. Scandinavian Journal of Education-al Research, 64, 1-21. https://doi.org/10.1080/00313831.2018.1479301 DOI: https://doi.org/10.1080/00313831.2018.1479301
Vallberg Roth, A.-C., Aasa, S., Ekberg, J.-E., Holmberg, Y., Sjöström, J. & Stensson, C. (2021). Flerstämmig undervisning i förskolan: Flerstämmig didaktisk modellering [Multivocal teaching in preschool: Multivocal didaktik modelling]. Stockholm: Ifous rapportserie 2021:4. (ISBN: 978-91-985537-3-4)
Vallberg Roth, A. C., & Holmberg, Y. (2019). Undervisning i relation till omsorg och lärande i förskola: Flerstämmig undervisning och didaktisk (o)takt? [Teaching in relation to care and learning in preschool: Multivocal teaching and didaktik (un)tact?]. Pedagogisk forskning i Sve-rige, 24(2), 29-56. DOI: https://doi.org/10.15626/pfs24.02.02
Vallberg Roth, A.-C., Holmberg, Y., Löf, C., & Stensson, C. (2019). Multivocal didactic model-ling: Collaborative research regarding teaching and co-assessment in Swedish preschools. Problems of Education in the 21st Century, 77, 806-834. DOI: https://doi.org/10.33225/pec/19.77.806
Westbury, I., Hopmann, S., & Riquarts, K. (eds.). (2000). Teaching as a reflective practice: The German Didaktik tradition. Mahwah: Lawrence Erlbaum.
Wickman, P.-O., Hamza, K., & Lundegård, I. (2018). Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen [Didaktik and didaktik models in science educat-ion]. NorDiNa: Nordic Studies in Science Education, 14, 239–249. DOI: https://doi.org/10.5617/nordina.6148
Wickman, P.-O., Hamza, K., & Lundegård, I. (2020). Didactics and didactic models in science education. In: P. J. White, R. Russell, J. Ferguson, & J. Cripps Clark (Eds.) Methodological Approaches to STEM Education Research. Volume 1, pp. 34–49. Cambridge Scholar Publishing, New Castle upon Tyne, U.K.
Yavuzkaya, M., Clucas, P. & Sjöström, J. (2022). ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik, Frontiers in Education, 7, 869156. https://doi.org/10.3389/feduc.2022.869156 DOI: https://doi.org/10.3389/feduc.2022.869156
Zierer, K., & Seel, N. M. (2012). General Didactics and Instructional Design: Eyes like twins: A transatlantic dialogue about similarities and differences, about the past and the future of two sciences of learning and teaching. SpringerPlus, 1, 15. https://doi.org/10.1186/2193-1801-1-15 DOI: https://doi.org/10.1186/2193-1801-1-15
Ärlemalm-Hagsér, E. (2021a). Hållbar utveckling i förskola [Sustainable development in pre-school]. In: M. Fridberg & S. Thulin (Eds.), Att arbeta med hållbar utveckling i förskolan, pp. 17-28. Malmö: Gleerups.
Ärlemalm-Hagsér, E. (2021b). Aktuell forskning om lärande för hållbar utveckling i förskolan [Current research on education for sustainable development in preschool]. In: M. Fridberg & S. Thulin (Eds.), Att arbeta med hållbar utveckling i förskolan, pp. 133-140. Malmö: Gleerups.
Ärlemalm-Hagsér, E., & Hedefalk, M. (2018). Förskolan och utbildning för hållbar utveckling, nordisk forskning inom fältet förskola och hållbarhet [Preschool and education for sustainable development, Nordic research in the field of preschool and sustainability]. Ut-bildning & Demokrati, 27, 7-14. DOI: https://doi.org/10.48059/uod.v27i2.1099
Ärlemalm-Hagsér, E., & Sundberg, B. (2016). Naturmöten och källsortering – en kvantitativ stu-die om lärande för hållbar utveckling i förskolan [Nature meetings and source sorting – a quantitative study of education for sustainable development in preschool]. NorDiNa: Nor-dic Studies in Science Education, 12, 140-156. DOI: https://doi.org/10.5617/nordina.1107
Öhman, J. (2014). Om didaktikens möjligheter – ett pragmatiskt perspektiv [On the possibilities of didaktik – a pragmatist perspective]. Utbildning & Demokrati, 23, 33-52. DOI: https://doi.org/10.48059/uod.v23i3.1023