Discourses in colombian and swedish syllabuses

Is there room for action competence by means of stem integrated computer programming?

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15356

Keywords:

environmental education, curriculum, technologies

Abstract

Recently there has been a trend to include Computer Programming and Environmental Education in national syllabuses due to the accelerated technological development and the climate crisis. This study aims to investigate how notions of Action Competence, Computer Programming and Environmental Education converge or not in Discourses in educational policy documents in Colombia and Sweden. Action Competence is the capacity to play an active role and act intentionally in addressing issues that matter to students. The Discourses that we identified are: (1) Qualification is what counts, (2) Programming has little to do with environmental education, and (3) Students are not decision makers.

Downloads

Download data is not yet available.

References

Barwell, R., & Hauge, K. H. (2021). Chapter 8 A Critical Mathematics Education for Climate Change: A Post-Normal Approach. In (pp. 166-184). Brill. https://doi.org/https://doi.org/10.1163/9789004465800_008

Biesta, G. (2015). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, 50(1), 75-87. https://www.jstor.org/stable/26609254

Braidotti, R. (2019). Posthuman Knowledge. Wiley. https://books.google.se/books?id=nOAlvgEACAAJ

Branchetti, L., Cutler, M., Laherto, A., Olivia, L., Palmgren, E., Tasquier, G., & Wilson, C. (2018). The I SEE project: An approach to futurize STEM education. 9. https://doi.org/10.13135/2384-8677/2770

Gee, J. P. (2010). How to do Discourse Analysis : A Toolkit. Taylor & Francis Group. http://ebookcentral.proquest.com/lib/malmo/detail.action?docID=574558

Hillbur, P., Ideland, M., & Malmberg, C. (2016). Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–2011. Journal of Curriculum Studies, 48(3), 409-426. https://doi.org/10.1080/00220272.2015.1126358

Hueso, O. H., & Arce, L. S. (2019). La educación ambiental en Colombia, utopía o realidad. Revista Conrado, 15(67), 213-219.

Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022). Action competencies for sustainability and its implications to environmental education for prospective science teachers: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education, 18(8). https://doi.org/10.29333/ejmste/12235

IPCC. (2022). Climate change 2022: Impacts, adaptation and vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. https://www.ipcc.ch/report/ar6/wg2/

Isaksson Persson, H. (2022). Has Computational Thinking a Place in the Curriculum? PATT39: Pupils’ Attitudes Towards Technology,

Jackson, K., & Bazeley, P. (2019). Qualitative data analysis with NVivo. Sage.

Jensen, B. B., & Schnack, K. (1997). The Action Competence Approach in Environmental Education. Environmental Education Research, 3(2), 163-178. https://doi.org/10.1080/1350462970030205

Mejía-Cáceres, M. A., Huérfano, A., Reid, A., & Freire, L. M. (2021). Colombia’s national policy of environmental education: a critical discourse analysis. Environmental Education Research, 27(4), 571-594.

Mellin-Olsen, S. (1987). The politics of mathematics education (Vol. 4). Springer Science & Business Media.

MEN. (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencias y cuidadanas. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf

MEN. (2008). Guía N 30. Orientaciones generales para la educación en tecnología. Ser competente en tecnología, una necesidad para el desarrollo. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1780/articles-160915_archivo_pdf.pdf

Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59-74. https://doi.org/10.1080/13504620903504032

OECD. (2019). PISA 2018 Results (Volume I). https://doi.org/doi:https://doi.org/10.1787/5f07c754-en

Parra, A. (2021). Mathematics education, researchers and local communities: A critical encounter in times of pandemic, pareidolia and post-factualism. Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference 1-3, 65-80. https://doi.org/10.5281/zenodo.5457124

Pérez-Vásquez, N. D. S., Cadavid-Velásquez, E. D. J., & Flórez-Nisperuza, E. P. (2021). La educación ambiental: una tarea inconclusa desde los proyectos ambientales escolares. Revista Boletín Redipe, 10(7), 84-96.

Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.

Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-020-00259-8

Ryan, U., & Steffensen, L. (2021). From the Present Towards Hope for the Future. In Applying Critical Mathematics Education (pp. 231–239). https://doi.org/10.1163/9789004465800_011

Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet. Swedish National Agency of Education. https://www.skolverket.se/undervisning/grundskolan/laroplan-och-kursplaner-for-grundskolan/kursplaner-for-grundskolan

Skovsmose, O. (2007). Mathematical Literacy and Globalisation. In B. Atweh, A. C. Barton, M. C. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internationalisation and Globalisation in Mathematics and Science Education (pp. 3-18). Springer Netherlands. https://doi.org/10.1007/978-1-4020-5908-7_1

Tissenbaum, M., Sheldon, J., & Abelson, H. (2019). From computational thinking to computational action. Communications of the ACM, 62(3), 34-36.

Vinnervik, P. (2020). Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges. International journal of technology and design education, 1-30.

Waite, J., & Sentance, S. (2021). Teaching programming in schools: A review of approaches and strategies. https://www.raspberrypi.org/app/uploads/2021/11/Teaching-programming-in-schools-pedagogy-review-Raspberry-Pi-Foundation.pdf

Downloads

Published

2023-07-27

How to Cite

Figueroa Suárez, L., & Ryan, U. (2023). Discourses in colombian and swedish syllabuses: Is there room for action competence by means of stem integrated computer programming? . Prometeica - Journal of Philosophy and Science, (27), 613–622. https://doi.org/10.34024/prometeica.2023.27.15356

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier

License

Copyright (c) 2023 Lucely Figueroa Suárez, Ulrika Ryan

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright: Prometeica allows the author (s) to keep their copyrights unrestricted. Prometeica allows the author (s) to retain their publication rights without restriction. Authors should ensure that the article is an original work without fabrication, fraud or plagiarism; does not infringe any copyright or right of ownership of any third party. Authors should also ensure that each one complies with the authorship requirements as recommended by the ICMJE and understand that if the article or part of it is flawed or fraudulent, each author shares responsibility.

Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Prometeica - Journal of Philosophy and Sciences is governed by the licencse CC-By-NC

You are free to:

  • Adapt — remix, transform, and build upon the material

The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

 

Copyright maintenance

Prometeica allows the author (s) to keep their copyright without restrictions.

Prometeica allows the author (s) to retain their publication rights without restriction.

Similar Articles

> >> 

You may also start an advanced similarity search for this article.