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Animal Welfare Attitudes (AWA) are defined as human attitudes towards the welfare of animals in different dimensions and settings. Demographic factors, such as age and gender are associated with AWA. The aim of this study was to assess gender differences among university students in a large convenience sample from twenty-two nations in AWA. A total of 7914 people participated in the study (5155 women, 2711 men, 48 diverse). Participants completed a questionnaire that collected demographic data, typical diet and responses to the Composite Respect for Animals Scale Short version (CRAS-S). In addition, we used a measure of gender empowerment from the Human Development Report. The largest variance in AWA was explained by diet, followed by country and gender. In terms of diet, 6385 participants reported to be omnivores, 296 as pescatarian, 637 ate a vegetarian diet and 434 were vegans (n = 162 without answer). Diet was related with CRAS-S scores; people with a vegan diet scored higher in AWA than omnivores. Women scored significantly higher on AWA than men. Furthermore, gender differences in AWA increased as gender inequality decreased.
Christoph Randler; Ana Adan; Maria-Mihaela Antofie; Arturo Arrona-Palacios; Manecas Candido; Jelle Boeve-De Pauw; Priti Chandrakar; Eda Demirhan; Vassilis Detsis; Lee Di Milia; Jana Fančovičová; Niklas Gericke; Prasun Haldar; Zeinab Heidari; Konrad Jankowski; Juhani Lehto; Ryan Lundell-Creagh; William Medina-Jerez; Adrian Meule; Taciano L. Milfont; Mireia Orgilés; Alexandra Morales; Vincenzo Natale; Xóchitl Ortiz-Jiménez; Babita Pande; Timo Partonen; Atanu Pati; Pavol Prokop; Arash Rahafar; Martin Scheuch; Subhashis Sahu; Iztok Tomažič; Lorenzo Tonetti; Pablo Vallejo Medina; Peter van Petegem; Alejandro Vargas; Christian Vollmer. Animal Welfare Attitudes: Effects of Gender and Diet in University Samples from 22 Countries. Animals 2021, 11, 1893 .
AMA StyleChristoph Randler, Ana Adan, Maria-Mihaela Antofie, Arturo Arrona-Palacios, Manecas Candido, Jelle Boeve-De Pauw, Priti Chandrakar, Eda Demirhan, Vassilis Detsis, Lee Di Milia, Jana Fančovičová, Niklas Gericke, Prasun Haldar, Zeinab Heidari, Konrad Jankowski, Juhani Lehto, Ryan Lundell-Creagh, William Medina-Jerez, Adrian Meule, Taciano L. Milfont, Mireia Orgilés, Alexandra Morales, Vincenzo Natale, Xóchitl Ortiz-Jiménez, Babita Pande, Timo Partonen, Atanu Pati, Pavol Prokop, Arash Rahafar, Martin Scheuch, Subhashis Sahu, Iztok Tomažič, Lorenzo Tonetti, Pablo Vallejo Medina, Peter van Petegem, Alejandro Vargas, Christian Vollmer. Animal Welfare Attitudes: Effects of Gender and Diet in University Samples from 22 Countries. Animals. 2021; 11 (7):1893.
Chicago/Turabian StyleChristoph Randler; Ana Adan; Maria-Mihaela Antofie; Arturo Arrona-Palacios; Manecas Candido; Jelle Boeve-De Pauw; Priti Chandrakar; Eda Demirhan; Vassilis Detsis; Lee Di Milia; Jana Fančovičová; Niklas Gericke; Prasun Haldar; Zeinab Heidari; Konrad Jankowski; Juhani Lehto; Ryan Lundell-Creagh; William Medina-Jerez; Adrian Meule; Taciano L. Milfont; Mireia Orgilés; Alexandra Morales; Vincenzo Natale; Xóchitl Ortiz-Jiménez; Babita Pande; Timo Partonen; Atanu Pati; Pavol Prokop; Arash Rahafar; Martin Scheuch; Subhashis Sahu; Iztok Tomažič; Lorenzo Tonetti; Pablo Vallejo Medina; Peter van Petegem; Alejandro Vargas; Christian Vollmer. 2021. "Animal Welfare Attitudes: Effects of Gender and Diet in University Samples from 22 Countries." Animals 11, no. 7: 1893.
This study investigates functions of the concept of selective traditions by means of a qualitative systematic review synthesis of earlier research. The study is based on a review method for integrating qualitative studies and looks for “themes” in or across them. In this case, it is about how the identified publications (twenty-four in total) use the concept of selective traditions. All but two studies stem from the Swedish context. The selective traditions relate to teachers’ approaches to the content, methods and purposes of environmental and sustainability education (ESE). Teachers mainly work within one specific selective tradition. Seven different functions were found in the publications of which five are claimed to be valuable for the development of ESE teaching, while the other two functions are useful in monitoring changes and development in ESE teaching. The results are discussed in terms of the consequences for research, practice and teacher education aiming at offering suggestions on how to develop future (transformative) ESE teaching.
Per Sund; Niklas Gericke. More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept. Sustainability 2021, 13, 6524 .
AMA StylePer Sund, Niklas Gericke. More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept. Sustainability. 2021; 13 (12):6524.
Chicago/Turabian StylePer Sund; Niklas Gericke. 2021. "More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept." Sustainability 13, no. 12: 6524.
Although policy documents emphasize the importance of integrating social, economic, and environmental dimensions into education for sustainability (EfS), there is a lack of studies investigating how social sustainability can be included in preschool teaching. Therefore, this study aims to increase knowledge about preschool teachers’ teaching practices relating to social sustainability. This study uses EfS as a conceptual framework that includes a holistic view of sustainability addressing social, economic, and environmental aspects, as well as pluralistic teaching approach from a transformative perspective. To explore the views and teaching practices, individual interviews were conducted with 12 preschool teachers from eight preschools that took part in a school development project. The project included professional development workshops for teachers on EfS and local implementation efforts. Thematic content analysis was conducted. The interviews made it apparent that the teachers initially viewed sustainability from an environmental perspective; however, after involvement in the school development project, they began to integrate the social sustainability dimension into their teaching. The teachers associated local sustainability challenges with those faced internationally. To a certain extent, children’s agency was noted in pluralistic educational activities that supported children’s active participation. The level at which preschool teachers integrated social sustainability into their teaching varied.
Farhana Borg; Niklas Gericke. Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools. Sustainability 2021, 13, 3838 .
AMA StyleFarhana Borg, Niklas Gericke. Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools. Sustainability. 2021; 13 (7):3838.
Chicago/Turabian StyleFarhana Borg; Niklas Gericke. 2021. "Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools." Sustainability 13, no. 7: 3838.
In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.
Helen Brink; Nina Kilbrink; Niklas Gericke. Teaching digital models: secondary technology teachers’ experiences. International Journal of Technology and Design Education 2021, 1 -21.
AMA StyleHelen Brink, Nina Kilbrink, Niklas Gericke. Teaching digital models: secondary technology teachers’ experiences. International Journal of Technology and Design Education. 2021; ():1-21.
Chicago/Turabian StyleHelen Brink; Nina Kilbrink; Niklas Gericke. 2021. "Teaching digital models: secondary technology teachers’ experiences." International Journal of Technology and Design Education , no. : 1-21.
The aim of the article is to deepen the knowledge of progressivism and how it was manifested in practice in Swedish secondary schools from a teacher perspective before it was prescribed in policy during the reforms of the 1950s. In the current educational debate, progressivism is blamed by some for being the root of a permissive style of education in decline that no longer provides any knowledge to students, and regarded by others as the starting point for the modern form of democratic schooling. The question we pursue is in what way progressive teaching practice existed before policy. We do that by investigating teacher narratives describing their own teaching practices found in a historical archive from 1946. Hence, rather than looking at the policy level as in most studies, we are unpacking the black box of progressive teaching. Through thematic analysis, we investigate 209 secondary teacher narratives from teachers of History, Biology and Mother tongue. We found that the theme of student participation was very frequently reported in 76% of the accounts, while student interaction (33%) and extended classroom (37%) were somewhat less reported. Hence, our study shows that progressive teaching existed in different ways before it appeared in policy.
Johan Samuelsson; Niklas Gericke; Christina Olin-Scheller; Åsa Melin. Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools. Journal of Curriculum Studies 2021, 1 -18.
AMA StyleJohan Samuelsson, Niklas Gericke, Christina Olin-Scheller, Åsa Melin. Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools. Journal of Curriculum Studies. 2021; ():1-18.
Chicago/Turabian StyleJohan Samuelsson; Niklas Gericke; Christina Olin-Scheller; Åsa Melin. 2021. "Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools." Journal of Curriculum Studies , no. : 1-18.
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concepts of action and SD, this qualitative study reports on early adolescents’ own suggestions for action. Participants suggested direct, indirect, individual, and collective actions both in the private and public sphere. Their actions targeted SD issues with interconnections between areas concerning the planet, peace, people, partnership, and to some extent also prosperity. We compare our results with findings of earlier studies to further the discussion on how young people feel they can and want to contribute to SD.
Wanda Sass; Amy Quintelier; Jelle Boeve-De Pauw; Sven De Maeyer; Niklas Gericke; Peter Van Petegem. Actions for sustainable development through young students’ eyes. Environmental Education Research 2020, 27, 234 -253.
AMA StyleWanda Sass, Amy Quintelier, Jelle Boeve-De Pauw, Sven De Maeyer, Niklas Gericke, Peter Van Petegem. Actions for sustainable development through young students’ eyes. Environmental Education Research. 2020; 27 (2):234-253.
Chicago/Turabian StyleWanda Sass; Amy Quintelier; Jelle Boeve-De Pauw; Sven De Maeyer; Niklas Gericke; Peter Van Petegem. 2020. "Actions for sustainable development through young students’ eyes." Environmental Education Research 27, no. 2: 234-253.
The Green Schools Movement in Sweden has a long history. In this chapter we will start with a historical review of the long interest of green issues in Swedish society and how these have influenced curriculum and teaching. We will address the different teaching traditions that evolved in environmental education in Sweden over time. Then we will describe how the green school movement been promoted in Sweden through initiatives from NGOs such as Håll Sverige Rent and World Wide Fund for Nature. This has led to certification systems for schools to participate with the possibility to be accredited as “green schools”. These certification systems have turned from an environmental perspective to a perspective towards Education for Sustainable Development (ESD). Finally we will go through the extensive research conducted in Sweden the last years of the effects these certification systems has had in the schools at student, teacher and school organization level, and what we can learn from these studies in order to develop the green school movement for the future.
Niklas Gericke; Annika Manni; Ulrica Stagell. The Green School Movement in Sweden – Past, Present and Future. International Explorations in Outdoor and Environmental Education 2020, 309 -332.
AMA StyleNiklas Gericke, Annika Manni, Ulrica Stagell. The Green School Movement in Sweden – Past, Present and Future. International Explorations in Outdoor and Environmental Education. 2020; ():309-332.
Chicago/Turabian StyleNiklas Gericke; Annika Manni; Ulrica Stagell. 2020. "The Green School Movement in Sweden – Past, Present and Future." International Explorations in Outdoor and Environmental Education , no. : 309-332.
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (ESD), and discuss the approach as predominantly being a subjectification model of education. Furthermore, we offer an updated and refined generic definition of action competence as a competence of people. To this end, we develop an ecology of psychological concepts that underpin AC. We present a theoretical perspective based on the concepts of “action” and “competence”, for stronger consideration of AC as a competence of people. We relate this generic concept of AC to concepts such as commitment, passion, knowledge, and self-efficacy for solving controversial problems. Finally, we introduce the specific concept of “Action Competence in Sustainable Development” (ACiSD) to articulate the competence of people to engage in solving sustainability issues.
Wanda Sass; Jelle Boeve-De Pauw; Daniel Olsson; Niklas Gericke; Sven De Maeyer; Peter Van Petegem. Redefining action competence: The case of sustainable development. The Journal of Environmental Education 2020, 51, 292 -305.
AMA StyleWanda Sass, Jelle Boeve-De Pauw, Daniel Olsson, Niklas Gericke, Sven De Maeyer, Peter Van Petegem. Redefining action competence: The case of sustainable development. The Journal of Environmental Education. 2020; 51 (4):292-305.
Chicago/Turabian StyleWanda Sass; Jelle Boeve-De Pauw; Daniel Olsson; Niklas Gericke; Sven De Maeyer; Peter Van Petegem. 2020. "Redefining action competence: The case of sustainable development." The Journal of Environmental Education 51, no. 4: 292-305.
In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas’ contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.
Per Sund; Niklas Gericke. Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research 2020, 26, 772 -794.
AMA StylePer Sund, Niklas Gericke. Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research. 2020; 26 (6):772-794.
Chicago/Turabian StylePer Sund; Niklas Gericke. 2020. "Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers." Environmental Education Research 26, no. 6: 772-794.
Daniel Olsson; Niklas Gericke; Wanda Sass; Jelle Boeve-De Pauw. Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research 2020, 26, 742 -760.
AMA StyleDaniel Olsson, Niklas Gericke, Wanda Sass, Jelle Boeve-De Pauw. Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research. 2020; 26 (5):742-760.
Chicago/Turabian StyleDaniel Olsson; Niklas Gericke; Wanda Sass; Jelle Boeve-De Pauw. 2020. "Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument." Environmental Education Research 26, no. 5: 742-760.
Environmental Citizenship can take on different meanings in different countries and discourses as outlined in other chapters of this book. When Environmental Citizenship becomes part of the educational system, another level of complexity is added to the construct, the diversity of the educational systems in various countries. In this chapter, we will address this issue with a focus on formal secondary education. In the previous chapter on primary school and informal education, much has been written about how to practice different teaching approaches related to Education for Environmental Citizenship. In this chapter, we will focus on how to overcome the demands in order to be able to enact such teaching approaches in secondary education, with students aged 11–19 years old. In secondary education the subject or discipline comes into focus. As a result, students are taught by several subject specialists from different disciplines. To enact Environmental Citizenship, these different teachers need to collaborate. Moreover, secondary schooling might have different aims compared to other school forms, and it is often regulated with specific subject syllabi. In this chapter we discuss how Environmental Citizenship can be enacted considering these challenges.
Niklas Gericke; Lihong Huang; Marie-Christine Knippels; Andri Christodoulou; Frans Van Dam; Slaven Gasparovic. Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers. Environmental Discourses in Science Education 2020, 193 -212.
AMA StyleNiklas Gericke, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam, Slaven Gasparovic. Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers. Environmental Discourses in Science Education. 2020; ():193-212.
Chicago/Turabian StyleNiklas Gericke; Lihong Huang; Marie-Christine Knippels; Andri Christodoulou; Frans Van Dam; Slaven Gasparovic. 2020. "Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers." Environmental Discourses in Science Education , no. : 193-212.
Background: Previous studies have investigated effects of out-of-school STEM activities aimed at stimulating children’s interest in science with positive results. However, research has not discussed the reasons why such activities are successful. Purpose: In this study, we address this gap by investigating which factors children themselves identified as interesting when they visited events at an out-of-school activity named The Children’s University. Sample: Children aged 8–12 participated in the study. Altogether, there were 353 children involved in the data collection. Design and methods: A mixed method design was used, including a questionnaire and semi-structured interviews in which children’s self-reported experiences were collected. Likert scale questions in the questionnaire were analysed based on descriptive statistics. The open-ended questions and data from the interviews were categorized by content analysis and analytically interpreted through ‘the Ecological framework for understanding learning across places and pursuits’. Results: The children were positive about their visit, and these utterances could mainly be related to the development of the individuals’ interest and knowledge according to the Ecological framework. We identified two new factors influencing student’s interest in STEM in out-of-school activities: appreciating the spectacular and learning; verifying two factors of importance previously suggested in the literature: appreciating the content and the learning environment. Conclusions: The study highlights the specific factors the children actually appreciated from their visits to out-of-school activities, which could be of interest for stakeholders arranging different kinds of STEM events promoting informal learning. The content in the activities is important as well as spectacular features. To have the opportunity to learn something new in an environment that is conducive to learning is also of importance for children.
Susanne Walan; Niklas Gericke. Factors from informal learning contributing to the children’s interest in STEM – experiences from the out-of-school activity called Children’s University. Research in Science & Technological Education 2019, 39, 185 -205.
AMA StyleSusanne Walan, Niklas Gericke. Factors from informal learning contributing to the children’s interest in STEM – experiences from the out-of-school activity called Children’s University. Research in Science & Technological Education. 2019; 39 (2):185-205.
Chicago/Turabian StyleSusanne Walan; Niklas Gericke. 2019. "Factors from informal learning contributing to the children’s interest in STEM – experiences from the out-of-school activity called Children’s University." Research in Science & Technological Education 39, no. 2: 185-205.
Eva Nyberg; Jérémy Castéra; Birgitta Mc Ewen; Niklas Gericke; Pierre Clément. Teachers’ and Student Teachers’ Attitudes Towards Nature and the Environment—A Comparative Study Between Sweden and France. Scandinavian Journal of Educational Research 2019, 64, 1090 -1104.
AMA StyleEva Nyberg, Jérémy Castéra, Birgitta Mc Ewen, Niklas Gericke, Pierre Clément. Teachers’ and Student Teachers’ Attitudes Towards Nature and the Environment—A Comparative Study Between Sweden and France. Scandinavian Journal of Educational Research. 2019; 64 (7):1090-1104.
Chicago/Turabian StyleEva Nyberg; Jérémy Castéra; Birgitta Mc Ewen; Niklas Gericke; Pierre Clément. 2019. "Teachers’ and Student Teachers’ Attitudes Towards Nature and the Environment—A Comparative Study Between Sweden and France." Scandinavian Journal of Educational Research 64, no. 7: 1090-1104.
In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.
Anna Mogren; Niklas Gericke. School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective. Sustainability 2019, 11, 3343 .
AMA StyleAnna Mogren, Niklas Gericke. School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective. Sustainability. 2019; 11 (12):3343.
Chicago/Turabian StyleAnna Mogren; Niklas Gericke. 2019. "School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective." Sustainability 11, no. 12: 3343.
The economic dimension is one of the central perspectives in both sustainable development and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’ views of the relationships between economic growth, economic development and sustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.
Teresa Berglund; Niklas Gericke. Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability 2018, 10, 2738 .
AMA StyleTeresa Berglund, Niklas Gericke. Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability. 2018; 10 (8):2738.
Chicago/Turabian StyleTeresa Berglund; Niklas Gericke. 2018. "Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development." Sustainability 10, no. 8: 2738.
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measure individuals' environmental, social and economic knowingness, attitudes and behaviour (nine valid and reliable subscales), in addition to the second order constructs of sustainability knowingness, sustainability attitudes and sustainability behaviour, as well as the third order construct, sustainability consciousness. For the short version (SCQ‐S) 27 items were identified that can be used to measure the second and third order constructs. Both versions of the scale present excellent psychometric quality. Possible applications of the questionnaire instruments in the context of evaluation of sustainability policies, practices and stakeholder engagement are discussed.
Niklas Gericke; Jelle Boeve-De Pauw; Teresa Berglund; Daniel Olsson. The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development. Sustainable Development 2018, 27, 35 -49.
AMA StyleNiklas Gericke, Jelle Boeve-De Pauw, Teresa Berglund, Daniel Olsson. The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development. Sustainable Development. 2018; 27 (1):35-49.
Chicago/Turabian StyleNiklas Gericke; Jelle Boeve-De Pauw; Teresa Berglund; Daniel Olsson. 2018. "The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development." Sustainable Development 27, no. 1: 35-49.
Anna Mogren; Niklas Gericke; Hans-Åke Scherp. Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research 2018, 25, 508 -531.
AMA StyleAnna Mogren, Niklas Gericke, Hans-Åke Scherp. Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research. 2018; 25 (4):508-531.
Chicago/Turabian StyleAnna Mogren; Niklas Gericke; Hans-Åke Scherp. 2018. "Whole school approaches to education for sustainable development: a model that links to school improvement." Environmental Education Research 25, no. 4: 508-531.
Marcus Grace; Niklas Gericke. JBE and ERIDOB: working together to support biology education research. Journal of Biological Education 2018, 52, 1 -2.
AMA StyleMarcus Grace, Niklas Gericke. JBE and ERIDOB: working together to support biology education research. Journal of Biological Education. 2018; 52 (1):1-2.
Chicago/Turabian StyleMarcus Grace; Niklas Gericke. 2018. "JBE and ERIDOB: working together to support biology education research." Journal of Biological Education 52, no. 1: 1-2.
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.
Niklas Gericke; Rebecca Carver; Jérémy Castéra; Neima Alice Menezes Evangelista; Claire Coiffard Marre; Charbel N. El-Hani. Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors. Science & Education 2017, 26, 1223 -1259.
AMA StyleNiklas Gericke, Rebecca Carver, Jérémy Castéra, Neima Alice Menezes Evangelista, Claire Coiffard Marre, Charbel N. El-Hani. Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors. Science & Education. 2017; 26 (10):1223-1259.
Chicago/Turabian StyleNiklas Gericke; Rebecca Carver; Jérémy Castéra; Neima Alice Menezes Evangelista; Claire Coiffard Marre; Charbel N. El-Hani. 2017. "Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors." Science & Education 26, no. 10: 1223-1259.
Against the background of climate change, which enables infectious diseases to move their frontiers and the increasing global mobility, which make people more exposed to contagion, we as citizens need to relate to this new scenario. A greater number of infectious diseases may also potentially lead to an increased need to use antibiotics and anti-parasitic substances. In view of this, the aim of this study was to identify the health literacy needed in the contemporary world and specify what should be taught in compulsory school. We present the findings of a Delphi study, performed in Sweden, regarding the opinions on contagion among experts in the field. We used Nutbeam’s framework of health literacy and related it to Bloom’s taxonomy of educational objectives in order to analyse and categorise the experts’ responses, which were categorised into six main content themes: contagions, transmission routes, sexually transmitted diseases, hygiene, vaccinations and use of antibiotics and antibiotic resistance. These themes were then divided into the three levels of Nutbeam’s framework: functional health literacy, which is about knowledge and understanding, interactive health literacy, which is about developing personal qualities and skills that promote health, and critical health literacy, which is about social and cognitive skills related to analysis and critical reflection. The implications for communication and education are then discussed and what should be taught in compulsory school is identified.
Margareta Kilstadius; Niklas Gericke. Defining contagion literacy: a Delphi study. International Journal of Science Education 2017, 39, 2261 -2282.
AMA StyleMargareta Kilstadius, Niklas Gericke. Defining contagion literacy: a Delphi study. International Journal of Science Education. 2017; 39 (16):2261-2282.
Chicago/Turabian StyleMargareta Kilstadius; Niklas Gericke. 2017. "Defining contagion literacy: a Delphi study." International Journal of Science Education 39, no. 16: 2261-2282.