Transformativ undervisning i skole-havhaver – mod en bæredygtig didaktik?
DOI:
https://doi.org/10.7146/sammenlignendefagdidaktik.v2025i8.157371Nøgleord:
Transformativ undervisning, Tværfaglighed, Uddannelse for bæredygtig udvikling (UBU), Moralisering, FagdidaktikResumé
Artiklen diskuterer, hvordan vi didaktisk kan forholde os til den problemstilling, der består i, at danske elever har relativ stor viden om miljø- og klimaudfordringer, men at de i begrænset omfang omsætter denne viden til aktiv deltagelse eller andre former for interaktion med verden omkring dem. Med undervisningstilbuddet Haven i havet som case sættes fokus på potentialerne i en transformativ og transdisciplinær undervisning ude i ti danske skole-havhaver. Artiklen drøfter, med afsæt i fagintegrationsniveauer, den udfordring og didaktiske opgave, der ligger i at balancere mellem de fagdidaktiske traditioner og håndteringen af kompleksitet med blik for at skabe grundlag for både kritisk reflekterende og aktivt engagerede elever. Idet undervisningsprogrammet ’Haven i havet’ har et stærkt ideologisk og normativt fundament, diskuterer artiklen til slut, hvilken rolle etik, moral og moralisering har – og bør have – i uddannelse for bæredygtig udvikling.
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