Considering Biology as a subject discipline: is it really open to Education for Sustainable Development? Deirdre Hogan Roland Tormey Deirdre Hogan, Roland Tormey University of Limerick presentation for ESAI conference, 26 th March 2010 ESAI Conference 2010, deirdre.hogan@ul.ie
Education for Sustainable Development Education for Sustainable Development (ESD) helps people to better understand the world in which they live, addressing the complexity and interconnectedness of problems such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, health, conflict and the violation of human rights that threaten our future. (UNESCO, 2003: 4). ESAI Conference 2010, deirdre.hogan@ul.ie
ESD Principles 1. It explores complex and interrelated development issues e.g. climate change, poverty, child labour, fuel dependence. 2. It makes both local and global connections. 3. It supports the learner to develop and use higher order thinking skills such as critical thinking, systemic thinking, and personal reflection. 4. It encourages active and participatory learning experiences 5. Where possible interventions should be interdisciplinary 6. It encourage the learner to identify action towards positive change. ESAI Conference 2010, deirdre.hogan@ul.ie
Why integrate ESD? • To make ESD part of everyday thinking • A multidisciplinary approach is required to address sustainability problems ESAI Conference 2010, deirdre.hogan@ul.ie
What does ‘integrate ESD’ mean? To integrate ESD means to bring something that is distinctively ESD to the subject discipline, while also making it relevant to the existing content and delivery. ESAI Conference 2010, deirdre.hogan@ul.ie
Understanding subject disciplines • Subject disciplines are social constructs with different sets of values, different beliefs as to what is important, as to how problems are to be understood and as to the process of solving problems. • Framework for looking at subject disciplines? ESAI Conference 2010, deirdre.hogan@ul.ie
Subject Disciplines as… Structures Cultures Discourse • Hard V Soft and Ways of Thinking/ • Claims of Truth Pure V Applied Knowing (Knowledge) • Reflexivity • Subject Boundaries • Ways of Acting • History and (Classification) (practices & skills) emerging areas • Communication of • Ways of Feeling subject (Framing) (Attitudes & values) Michel Foucault • Symbols Tony Becher Ivor Goodson • Language Basil Bernstein • Sense of belonging to a community (tribal) Jerome Bruner, Tony Becher ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Pure & Hard Knowledge - Fundamental knowledge, considered to be fact or universal truth, and the building blocks for becoming a competent biologist. “… they should have fundamentals, lets say in terms of soils - soil composition and function, how they do what they do… once you have that right you can take steps forwards based upon it… ” Possible Implication – Undergraduate students may not be at a stage where they can apply their fundamental learning to real world problems, and work towards solutions… ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure Hard Knowledge Soft Knowledge Pure e.g. Chemistry, Physics etc e.g. Sociology, Political Science Re-examining ideas within different theoretical Discovery of the ‘new’ Knowledge contexts Analysing specific elements of a Synthesis, focus on complexity of inter-linkages Finding patterns which fit particular contexts problem Explanations are weak, due to the multiple Finding universal truths ‘causes’ and ‘effects’ Explanations are strong Research is value laden as it deals with human subjects Research is value free Applied e.g. Engineering, Medicine e.g. Education Studies, Social Policy Draws on hard pure knowledge but differs in the Draws on soft pure knowledge but differs in the Knowledge following respects: following respects: Use of trial (and error) as methodology Knowledge is less stable than hard applied Focused on addressing problems, rather than knowledge, and has less of a sense of progression as ‘discovering’ truths ‘answers’ become critically re-evaluated. May be many solutions to problem (rather than one Trial (and error) are commonly used as truth) methodologies Effectiveness rather than ‘discovered truth’ is criteria May be many solutions Pragmatic utility is criteria of judgement of judgement ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Biology is value free - Ethics is far removed from ‘pure biology’ “… any of these new discoveries… they’re value neutral… it’s the value that people put on them then, depending on what uses they’ve put them to… ” Possible Implication – the space for dialogue on ESD issues does not exist within modules. ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Strong classification – Defined subject boundaries, ‘stand alone’ subject with a defined curriculum. Possible Implications – biology becomes ‘compartmentalised’, lose connections with – Other areas of science (physics, chemistry) – Other areas of biology or other modules covered – Other disciplines (makes interdisciplinary collaboration difficult) “… the labs were designed to show them what (bacteria) is actually on their own skin? And what’s on their own hair? So it was interactive, and this is why it kind of blows my mind, that they don’t remember either, because they seem to enjoy the labs associated with it, or certain aspects of the labs, they seem to enjoy.” ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Strong framing: Lecturer controls sequencing and pacing of knowledge, what is to be learned and examined Possible Implication – learner doesn’t feel ownership over their learning, lacks power to take control. Learner doesn’t build skills of decision making, problem solving, systems thinking etc. ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Scaffolding learning… lab handbooks ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Scaffolding learning … handouts from lectures ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Scaffolding learning… pre and post lab tests ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Structure • Strong framing: Students want to know what will be on the exam. If there are marks going for an activity or project, students engage at a much higher level. Possible Implication – ESD must be assessed to ensure that students see the benefit of investing time in it? ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Ways of Thinking • A biologist must develop a particular mindset… develop confidence in their knowledge and arguments” “… be logical thinkers and be reflective ” “… be organised and good at planning, microbiology is like cooking!” “… need to “ learn from your mistakes ” “… need to have critical abilities ” “… “need to gain intellectual independence ” … ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Ways of Knowing You get to know biology through … 1. Lectures (central component) • Maintaining interest? • Information overload? 2. Practical work • Lack of attendance when notes provided? 3. Publications IMPLICATION – question the role of the lecture?? 4. Peer Dialogue Possibility to introduce active and participatory methods in lectures? 5. Independent research Or stimulate interest by posing questions about controversial ESD 6. Example set by superiors issues? ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Ways of Knowing You get to know biology through… 1. Lectures (central component) • Scientific method 2. Practical work • Afraid to be wrong 3. Publications • Difficult to get them to think for themselves IMPLICATION – how to encourage 4. Peer Dialogue reflective thinking? How to make students more confident 5. Independent research in their scientific abilities? 6. Example set by superiors ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Ways of Knowing You get to know biology through… 1. Lectures (central component) 2. Practical work 3. Publications • Core texts, magazines, research papers • But we don’t ask them to read enough 4. Peer Dialogue (papers) • Also importance of getting published 5. Independent research IMPLICATION – ensure reading is part of an ESD intervention designed? 6. Example set by superiors ESAI Conference 2010, deirdre.hogan@ul.ie
Research Findings – Ways of Knowing You get to know biology through… 1. Lectures (central component) 2. Practical work 3. Publications 4. Peer Dialogue • Mostly at more senior level – e.g. conferences and strategic partnerships 5. Independent research • Group work, lab technicians to support IMPLICATION – ensure peer dialogue 6. Example set by superiors is part of an ESD intervention designed? ESAI Conference 2010, deirdre.hogan@ul.ie
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