Functions of knowledge in an environmental and sustainability education student discussions

Collaboration and communication are key components of environmental and sustainability education (ESE). Participatory approaches, which encourage students to develop and understand different viewpoints and solve problems through discussion, are a popular mechanism for ESE implementation. However, some practitioners have questioned how and what these discussions contribute to students' knowledge. Some research shown that students use scientific knowledge in these discussions to establish factual background and build arguments, while others have found that knowledge is used minimally, if at all. This study examined the functions of knowledge as used by students in argumentative discussions, which knowledge they recalled during these discussions, and how they related knowledge to statements they made.

The study focused on the results of a project completed by students at an upper secondary school (for students 16-19 years) in Sweden. The ten-week project incorporated Geography, Civics, and Swedish subjects to provide students with the skills to participate in societal debates regarding climate change. A total of 93 students and 3 teachers participated in the project, which occurred in three parts. Part 1 provided students with baseline knowledge and tools to participate in climate negotiations through lessons about climate issues, environmental pollution, international politics, and other related topics. In Part 2, students were divided into teams to complete a role-play exercise simulating United Nations climate negotiations. Part 3 required students to complete an examination in one of two ways: they could elect to complete a written exam or participate in a seminar discussion regarding climate change. Two of the 90-minute final seminars, each involving 7 students and 2 teachers, were video recorded and transcribed for use in the study. The teachers served as facilitators but were largely uninvolved in the discussion. The researchers used the transcriptions to categorize and analyze all student comments and questions by knowledge function.

Researchers found that knowledge was generally used as data to justify an argument and was part of a collective process that all students engaged in to understand the topic. They also identified six specific functions of knowledge: emphasizing complexity; clarifying and correcting; highlighting conflicting interests; providing evidence in a counterargument; predicting consequences; and adding support to an earlier claim. In contrast to previous studies that showed students avoided scientific knowledge in discussions, the knowledge in this discussion was recalled from a variety of subject areas, including environmental studies, politics, history, geography, and biology. Participants used their knowledge to question the meaning of discussion prompts, construct arguments, explain points of view, and add new perspectives. They also understood sources should be examined for reliability. Knowledge also helped students understand relationships between facts and values, for example it helped them reflect critically on their values.

This study had limitations. Participants only included students at one upper secondary school in Sweden, limiting the generalizability of results to other ages, schools, and countries. Also, the project that served as the basis for the study only incorporated a few subject areas, excluding additional types or functionalities of knowledge that may be relevant.

The researchers recommend that practitioners utilize an assortment of teaching methods, including independent reading, lectures, and discussions, to encourage the use of multiple types of knowledge. Discussions, particularly, offer students chances to form new knowledge, combine different fields of knowledge, and relate knowledge to their values. They also note the importance of teachers being observant during discussions to make sure that students are not presenting knowledge that is incorrect and encourage teachers to question or correct students as necessary.