Astrid Tonette Sinnes - Academia.edu (original) (raw)

Papers by Astrid Tonette Sinnes

Research paper thumbnail of It Takes a Whole School: An Introduction

Sustainable development goals series, 2024

Research paper thumbnail of It Takes a Whole School: A Synthesis

Sustainable development goals series, 2024

Research paper thumbnail of Using Participatory Filmmaking with School Adolescents on Menstrual Hygiene Management in a School in the Chitwan District of Nepal

Routledge eBooks, May 16, 2024

Research paper thumbnail of Developing action competence for sustainability – Do school experiences in influencing society matter?

Global environmental change, May 1, 2024

Research paper thumbnail of The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach

Environmental education research, Mar 12, 2024

Research paper thumbnail of Creating a Stress-Free School Environment

Advances in educational marketing, administration, and leadership book series, Nov 16, 2023

Research paper thumbnail of Approaches to gender equity in science education: Three alternatives and two examples

African Journal of Research in Mathematics, Science and Technology Education, 2006

Abstract In this paper I use feminist critique of science to discuss different understandings of ... more Abstract In this paper I use feminist critique of science to discuss different understandings of how sex/gender impacts on pupils' approaches to science education. I construct a theoretical framework that shows three different approaches to increase gender equity in science education. Each approach is grounded in a distinct understanding of how sex/gender impact on pupils' engagement in science education. I use the constructed theoretical framework to analyse the perceptions of sex/gender that underpin two science education initiatives in sub-Saharan Africa (SSA). The two initiatives are the ‘Female Education in Science and Mathematics’ project, FEMSA and ‘African Forum for Children's Literacy in Science and Technology’ (AFCLIST). My analysis shows that the two initiatives reflect two different understandings of how sex/gender impacts on pupils' engagement in science education and of how gender inequity in science education should best be approached. Although neither of the initiatives was influenced by feminist theories and critiques of science, this study suggests that this discourse can still be used to analyse such initiatives from a fresh perspective.

Research paper thumbnail of Activating the Petals in the ‘WSA Flower Model’: Critical Factors for Sustaining Schools’ Pathways Towards a Whole-School Approach

Sustainable development goals series, 2024

Research paper thumbnail of Do students have anything to say? Student participation in a whole school approach to sustainability

Environmental Education Research, May 16, 2023

Research paper thumbnail of Exploring the priorities of teacher education related policies: an education for sustainable development perspective

The Journal for Critical Education Policy Studies, Feb 1, 2014

Education for Sustainable Development (ESD) for many is considered to be a 'quality education' in... more Education for Sustainable Development (ESD) for many is considered to be a 'quality education' in its own right. There also exist many debates around the semantics and implications of such an education, however this study acknowledges the greater intentions of ESD and thus deems it necessary to analyze to what degree teacher education related policies promote ESD. The study carried out a content analysis of the major policies that guide teacher education and teacher education development in South Africa. An ESD analytical framework which was developed from an analysis of pivotal ESD literature was used. The analyses vary from a subtle to a very potent operationalization of the developed framework due to the varying policy structures. Direct and indirect applications of ESD principles were identified across policies revealing major inefficiencies with regards to meaningful ESD address. The main findings of the study refer to policy inefficiencies with regards to: (1) the promotion of ESD teaching and learning approaches; (2) the connection of ESD skills and values to ESD issues/knowledge content; (3) understanding the complexities of the interactions between the three pillars of sustainability (economy, society and nature) in covering sustainability issues/concepts; and finally (4) the policy focus on societal and economic development. These findings reveal that although policy documents guiding teacher education and development do not actively prevent teachers and teacher education from focusing on ESD, they at the same rate do not provide sufficient objectives or guidelines towards its realization and implementation.

Research paper thumbnail of A Teacher Education for Sustainable Development System: An Institutional Responsibility

International journal of higher education, Oct 5, 2015

Soft systems methodology is commonly used in organizational research and can be very useful when ... more Soft systems methodology is commonly used in organizational research and can be very useful when attempting to understand both organizational structures and dynamics. A teacher education institution is identified here as an organization. Soft systems methodology is employed to gain a picture of the current organizational structure of a Science and Technology Education Department and to further develop a hypothetical picture of what the same organizational structures would look like if they incorporated ESD. These two pictures were presented to a group of teacher educators within the particular department during a focus group interview, where they were encouraged to reflect on three foci. This paper explores the teacher educators' responses to the hypothetical system picture which elaborates on a system for teacher education for sustainable development. The paper concludes by reflecting on teacher educators' responses and what they imply for the future of ESD at this teacher education institution. The article reveals that the following findings permeated teacher educators responses to the notional system picture for teacher education for sustainable development: (1) management's perceptions of professional autonomy differs from that of teacher educators; (2) there exist seven relevant subsystems that influence teacher educators' priority and practice; (3) teacher educators felt that research and leadership were the most powerful tools supporting the suggested ESD curriculum innovation; (4) although ESD is deemed important, it is not a priority for teacher educators owing to various reasons.

Research paper thumbnail of Science teacher education for sustainable development: from intensions to realisation

Nordic Studies in Science Education, Nov 7, 2018

Sciences. Her research interests include education for sustainable development, gender equity in ... more Sciences. Her research interests include education for sustainable development, gender equity in science education, and science education for development. Dr. Sigrid Marie Gjøtterud, associate professor at Section for Learning and Teacher Education at the Norwegian University of Life Sciences. Her research interests include educational action research and education for sustainable development.

Research paper thumbnail of Approaches to Gender Equity in Science Education: Two Initiatives in Sub-Saharan Africa Seen Through A Lens Derived From Feminist Critique of Science

Nordic Studies in Science Education, Nov 1, 2005

This thesis has been made possible thanks to the generous funding of the Faculty of Mathematics a... more This thesis has been made possible thanks to the generous funding of the Faculty of Mathematics and Natural Sciences at the University of Oslo, Norway. My contact with the Faculty of Mathematics and Natural Sciences has been through Ingrid Uldal. Thanks Ingrid, for your kind assistance and help and for giving the Faculty of Mathematics and Natural Sciences a human face. During the time I have worked with my thesis I have been situated at the School Biology Laboratory at the University of Oslo. I want to thank to my colleagues at the School Biology Laboratory, particularly my chat, lunch and coffee colleagues Marianne, Birgitte and Heidi for making my days bright. I also would like to thank Camilla and all my other colleagues and friends at ILS for making them even brighter. Without you around working with this dissertation would have been a lot less pleasant!!! In 2003 I spent a semester at the University of Durban-Westville in South Africa. My warm thanks to all friends and colleagues at UDW for making my stay there such a nice experience. My supervisor has been Professor Svein Sjøberg. Thank you, Svein, for giving me the possibility to explore new terrains. Thank you also for challenging me along the way.

Research paper thumbnail of Bærekraftig utvikling, tverrfaglighet og dybdelæring: fra big ideas til store spørsmål

Acta Didactica Norge, 2017

I den norske stortingsmeldingen «Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet» ... more I den norske stortingsmeldingen «Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet» er «bærekraftig utvikling» ett av tre tverrfaglige temaer som skal gi retning til fornyelse av skolefagene. Sammenlignet med resten av Skandinavia har bærekraftig utvikling så langt hatt en mindre forpliktende stilling i norsk skole. Bakgrunnen for dette er sammensatt, og skyldes forhold både i og utenfor skolen. Spørsmålet som diskuteres her, er hvordan den nye satsningen på utdanning for bærekraftig utvikling kan gi temaet en mer aktiv rolle i framtidens norske skole enn det vi har sett til nå. I den sammenheng ser vi spesielt på spenninger implisitt i begrepet bærekraftig utvikling, forholdet mellom dybdelæring og tverrfaglighet, samt betydningen av handlinger og erfaringer som fremmer en bærekraftig utvikling. Konklusjonen er at det er tvilsomt om fokusering på «big ideas» og kjerneelementer i fagene (stortingsmeldingens anbefalinger) i seg selv vil lede til den tverrfaglige, systemi...

Research paper thumbnail of Approaches to gender equity in science education: Three alternatives and two examples

African Journal of Research in Mathematics, Science and Technology Education, 2006

Abstract In this paper I use feminist critique of science to discuss different understandings of ... more Abstract In this paper I use feminist critique of science to discuss different understandings of how sex/gender impacts on pupils' approaches to science education. I construct a theoretical framework that shows three different approaches to increase gender equity in science education. Each approach is grounded in a distinct understanding of how sex/gender impact on pupils' engagement in science education. I use the constructed theoretical framework to analyse the perceptions of sex/gender that underpin two science education initiatives in sub-Saharan Africa (SSA). The two initiatives are the ‘Female Education in Science and Mathematics’ project, FEMSA and ‘African Forum for Children's Literacy in Science and Technology’ (AFCLIST). My analysis shows that the two initiatives reflect two different understandings of how sex/gender impacts on pupils' engagement in science education and of how gender inequity in science education should best be approached. Although neither of the initiatives was influenced by feminist theories and critiques of science, this study suggests that this discourse can still be used to analyse such initiatives from a fresh perspective.

Research paper thumbnail of Developing Relevant Environmental Education in a Rural Community in Malawi

Revista Brasileira De Pesquisa Em Educacao Em Ciencias, Nov 17, 2014

This article highlights how school science pedagogy can be reconceptualized to infuse environment... more This article highlights how school science pedagogy can be reconceptualized to infuse environmental problem solving and social transformation into a rural community in Malawi. Historically, the environmental education curriculum in the country is teacher-driven and theoretically-oriented, thus offering limited references to the local communities. Through participatory action research, the science teaching and learning practices were reconceptualized to address local environmental challenges. In the process, learners became active agents in the local community to understand and address environmental challenges. By prioritizing environmental issues and concerns within the community through Participatory Rural Appraisal (PRA) tools, the learners facilitated their own learning activities and developed class-community action plans. The ability to take action towards reforestation was empowering to both the students and community members, as the collaborative project demonstrated a community's ability to identify issues of concern, take action, and work towards the resolution of the issue to improve their environment.

Research paper thumbnail of Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development

International Journal of Science Education, 2015

Research paper thumbnail of Do students have anything to say? Student participation in a whole school approach to sustainability

Environmental Education Research

Research paper thumbnail of Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science

Cultural Studies of Science Education, 2012

Research paper thumbnail of Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme

Journal of Adventure Education and Outdoor Learning

ABSTRACT In this paper, we explore how a Norwegian teacher education institution promotes educati... more ABSTRACT In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included—together with instructional artefacts—evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy.

Research paper thumbnail of It Takes a Whole School: An Introduction

Sustainable development goals series, 2024

Research paper thumbnail of It Takes a Whole School: A Synthesis

Sustainable development goals series, 2024

Research paper thumbnail of Using Participatory Filmmaking with School Adolescents on Menstrual Hygiene Management in a School in the Chitwan District of Nepal

Routledge eBooks, May 16, 2024

Research paper thumbnail of Developing action competence for sustainability – Do school experiences in influencing society matter?

Global environmental change, May 1, 2024

Research paper thumbnail of The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach

Environmental education research, Mar 12, 2024

Research paper thumbnail of Creating a Stress-Free School Environment

Advances in educational marketing, administration, and leadership book series, Nov 16, 2023

Research paper thumbnail of Approaches to gender equity in science education: Three alternatives and two examples

African Journal of Research in Mathematics, Science and Technology Education, 2006

Abstract In this paper I use feminist critique of science to discuss different understandings of ... more Abstract In this paper I use feminist critique of science to discuss different understandings of how sex/gender impacts on pupils' approaches to science education. I construct a theoretical framework that shows three different approaches to increase gender equity in science education. Each approach is grounded in a distinct understanding of how sex/gender impact on pupils' engagement in science education. I use the constructed theoretical framework to analyse the perceptions of sex/gender that underpin two science education initiatives in sub-Saharan Africa (SSA). The two initiatives are the ‘Female Education in Science and Mathematics’ project, FEMSA and ‘African Forum for Children's Literacy in Science and Technology’ (AFCLIST). My analysis shows that the two initiatives reflect two different understandings of how sex/gender impacts on pupils' engagement in science education and of how gender inequity in science education should best be approached. Although neither of the initiatives was influenced by feminist theories and critiques of science, this study suggests that this discourse can still be used to analyse such initiatives from a fresh perspective.

Research paper thumbnail of Activating the Petals in the ‘WSA Flower Model’: Critical Factors for Sustaining Schools’ Pathways Towards a Whole-School Approach

Sustainable development goals series, 2024

Research paper thumbnail of Do students have anything to say? Student participation in a whole school approach to sustainability

Environmental Education Research, May 16, 2023

Research paper thumbnail of Exploring the priorities of teacher education related policies: an education for sustainable development perspective

The Journal for Critical Education Policy Studies, Feb 1, 2014

Education for Sustainable Development (ESD) for many is considered to be a 'quality education' in... more Education for Sustainable Development (ESD) for many is considered to be a 'quality education' in its own right. There also exist many debates around the semantics and implications of such an education, however this study acknowledges the greater intentions of ESD and thus deems it necessary to analyze to what degree teacher education related policies promote ESD. The study carried out a content analysis of the major policies that guide teacher education and teacher education development in South Africa. An ESD analytical framework which was developed from an analysis of pivotal ESD literature was used. The analyses vary from a subtle to a very potent operationalization of the developed framework due to the varying policy structures. Direct and indirect applications of ESD principles were identified across policies revealing major inefficiencies with regards to meaningful ESD address. The main findings of the study refer to policy inefficiencies with regards to: (1) the promotion of ESD teaching and learning approaches; (2) the connection of ESD skills and values to ESD issues/knowledge content; (3) understanding the complexities of the interactions between the three pillars of sustainability (economy, society and nature) in covering sustainability issues/concepts; and finally (4) the policy focus on societal and economic development. These findings reveal that although policy documents guiding teacher education and development do not actively prevent teachers and teacher education from focusing on ESD, they at the same rate do not provide sufficient objectives or guidelines towards its realization and implementation.

Research paper thumbnail of A Teacher Education for Sustainable Development System: An Institutional Responsibility

International journal of higher education, Oct 5, 2015

Soft systems methodology is commonly used in organizational research and can be very useful when ... more Soft systems methodology is commonly used in organizational research and can be very useful when attempting to understand both organizational structures and dynamics. A teacher education institution is identified here as an organization. Soft systems methodology is employed to gain a picture of the current organizational structure of a Science and Technology Education Department and to further develop a hypothetical picture of what the same organizational structures would look like if they incorporated ESD. These two pictures were presented to a group of teacher educators within the particular department during a focus group interview, where they were encouraged to reflect on three foci. This paper explores the teacher educators' responses to the hypothetical system picture which elaborates on a system for teacher education for sustainable development. The paper concludes by reflecting on teacher educators' responses and what they imply for the future of ESD at this teacher education institution. The article reveals that the following findings permeated teacher educators responses to the notional system picture for teacher education for sustainable development: (1) management's perceptions of professional autonomy differs from that of teacher educators; (2) there exist seven relevant subsystems that influence teacher educators' priority and practice; (3) teacher educators felt that research and leadership were the most powerful tools supporting the suggested ESD curriculum innovation; (4) although ESD is deemed important, it is not a priority for teacher educators owing to various reasons.

Research paper thumbnail of Science teacher education for sustainable development: from intensions to realisation

Nordic Studies in Science Education, Nov 7, 2018

Sciences. Her research interests include education for sustainable development, gender equity in ... more Sciences. Her research interests include education for sustainable development, gender equity in science education, and science education for development. Dr. Sigrid Marie Gjøtterud, associate professor at Section for Learning and Teacher Education at the Norwegian University of Life Sciences. Her research interests include educational action research and education for sustainable development.

Research paper thumbnail of Approaches to Gender Equity in Science Education: Two Initiatives in Sub-Saharan Africa Seen Through A Lens Derived From Feminist Critique of Science

Nordic Studies in Science Education, Nov 1, 2005

This thesis has been made possible thanks to the generous funding of the Faculty of Mathematics a... more This thesis has been made possible thanks to the generous funding of the Faculty of Mathematics and Natural Sciences at the University of Oslo, Norway. My contact with the Faculty of Mathematics and Natural Sciences has been through Ingrid Uldal. Thanks Ingrid, for your kind assistance and help and for giving the Faculty of Mathematics and Natural Sciences a human face. During the time I have worked with my thesis I have been situated at the School Biology Laboratory at the University of Oslo. I want to thank to my colleagues at the School Biology Laboratory, particularly my chat, lunch and coffee colleagues Marianne, Birgitte and Heidi for making my days bright. I also would like to thank Camilla and all my other colleagues and friends at ILS for making them even brighter. Without you around working with this dissertation would have been a lot less pleasant!!! In 2003 I spent a semester at the University of Durban-Westville in South Africa. My warm thanks to all friends and colleagues at UDW for making my stay there such a nice experience. My supervisor has been Professor Svein Sjøberg. Thank you, Svein, for giving me the possibility to explore new terrains. Thank you also for challenging me along the way.

Research paper thumbnail of Bærekraftig utvikling, tverrfaglighet og dybdelæring: fra big ideas til store spørsmål

Acta Didactica Norge, 2017

I den norske stortingsmeldingen «Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet» ... more I den norske stortingsmeldingen «Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet» er «bærekraftig utvikling» ett av tre tverrfaglige temaer som skal gi retning til fornyelse av skolefagene. Sammenlignet med resten av Skandinavia har bærekraftig utvikling så langt hatt en mindre forpliktende stilling i norsk skole. Bakgrunnen for dette er sammensatt, og skyldes forhold både i og utenfor skolen. Spørsmålet som diskuteres her, er hvordan den nye satsningen på utdanning for bærekraftig utvikling kan gi temaet en mer aktiv rolle i framtidens norske skole enn det vi har sett til nå. I den sammenheng ser vi spesielt på spenninger implisitt i begrepet bærekraftig utvikling, forholdet mellom dybdelæring og tverrfaglighet, samt betydningen av handlinger og erfaringer som fremmer en bærekraftig utvikling. Konklusjonen er at det er tvilsomt om fokusering på «big ideas» og kjerneelementer i fagene (stortingsmeldingens anbefalinger) i seg selv vil lede til den tverrfaglige, systemi...

Research paper thumbnail of Approaches to gender equity in science education: Three alternatives and two examples

African Journal of Research in Mathematics, Science and Technology Education, 2006

Abstract In this paper I use feminist critique of science to discuss different understandings of ... more Abstract In this paper I use feminist critique of science to discuss different understandings of how sex/gender impacts on pupils' approaches to science education. I construct a theoretical framework that shows three different approaches to increase gender equity in science education. Each approach is grounded in a distinct understanding of how sex/gender impact on pupils' engagement in science education. I use the constructed theoretical framework to analyse the perceptions of sex/gender that underpin two science education initiatives in sub-Saharan Africa (SSA). The two initiatives are the ‘Female Education in Science and Mathematics’ project, FEMSA and ‘African Forum for Children's Literacy in Science and Technology’ (AFCLIST). My analysis shows that the two initiatives reflect two different understandings of how sex/gender impacts on pupils' engagement in science education and of how gender inequity in science education should best be approached. Although neither of the initiatives was influenced by feminist theories and critiques of science, this study suggests that this discourse can still be used to analyse such initiatives from a fresh perspective.

Research paper thumbnail of Developing Relevant Environmental Education in a Rural Community in Malawi

Revista Brasileira De Pesquisa Em Educacao Em Ciencias, Nov 17, 2014

This article highlights how school science pedagogy can be reconceptualized to infuse environment... more This article highlights how school science pedagogy can be reconceptualized to infuse environmental problem solving and social transformation into a rural community in Malawi. Historically, the environmental education curriculum in the country is teacher-driven and theoretically-oriented, thus offering limited references to the local communities. Through participatory action research, the science teaching and learning practices were reconceptualized to address local environmental challenges. In the process, learners became active agents in the local community to understand and address environmental challenges. By prioritizing environmental issues and concerns within the community through Participatory Rural Appraisal (PRA) tools, the learners facilitated their own learning activities and developed class-community action plans. The ability to take action towards reforestation was empowering to both the students and community members, as the collaborative project demonstrated a community's ability to identify issues of concern, take action, and work towards the resolution of the issue to improve their environment.

Research paper thumbnail of Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development

International Journal of Science Education, 2015

Research paper thumbnail of Do students have anything to say? Student participation in a whole school approach to sustainability

Environmental Education Research

Research paper thumbnail of Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science

Cultural Studies of Science Education, 2012

Research paper thumbnail of Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme

Journal of Adventure Education and Outdoor Learning

ABSTRACT In this paper, we explore how a Norwegian teacher education institution promotes educati... more ABSTRACT In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included—together with instructional artefacts—evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy.