Teachers' perceptions and impressions of the forest and the city as a starting point for teaching biomimicry
Keywords:biology education, technology education, collage inquiry, practice-based research
The study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider the ways in which primary teachers from two schools in Gothenburg, Sweden, work with the forest and the urban environment as a learning environment. The teachers' descriptions are the basis for introducing biomimicry as a way to strengthen teaching in, and about, sustainable development. Biomimicry has the potential to bridge knowledge of forest ecological systems and how these can be imitated in human-made technological systems in the urban environment. The research questions that this study focuses on are what experiences and understanding of the two places, the urban area, and the forest, are in the foreground of teachers' reflections? In what ways does the collage method make visible teachers' relationships with the urban environment and the forest? The collage method was used to stimulate teachers’ reflection, conversation and writing about forests and urban areas learning environments, and about the forest and technical systems in the urban environment as teaching content. Data were collected when groups of 3-4 teachers in each group, first illustrated their experiences and understandings of the environments individually and secondly described their collage as a written text and in conversation with the group. The research project's potential to strengthen cooperation is based on the teachers' motivation for knowledge to develop their teaching in, and about, sustainable development and to use nearby forests and urban areas in a more in-depth way.
How to Cite
Copyright (c) 2023 Alexina Thorén Williams, Maria Svenssson, Dawn Sanders
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content with no submission or publications fees. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a LicenceCreative Commons Attribution License that allows others to read, download, copy, distribute, print, search, or link to the full text of works in this journal. It also allows others to remix, adapt and build upon the work, as long as credit is given to the author(s).