Becoming a science teacher in the Anthropocene: scientific knowledge as ‘matters of concern’

Figures & data

Figure 1. The planetary boundaries framework by Steffen et al. (2015). Credit: J. Lokrantz/Azote based on Steffen et al. (2015).

Figure 2. The two praxis arenas of teacher education: the campus arena (university) to the left and the profession arena (school) to the right, each represented with their respective ‘didactic triangle’. The figure is translated from Danish and slightly modified based on a figure in (Ellebæk et al., 2022, p. 12). ‘Transfer’ in the original figure has here been changed to ‘Transformation’.

Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., Biggs, R., Carpenter, S. R., De Vries, W., De Wit, C. A., Folke, C., Gerten, D., Heinke, J., Mace, G. M., Persson, L. M., Ramanathan, V., Reyers, B., & Sörlin, S. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223), 736–745. https://doi.org/10.1126/science.1259855

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Ellebæk, J. J., Dolin, J., & Daugbjerg, P. (2022). Den dobbelte didaktiske dimension: I læreruddannelses naturfag [The double didactic dimension: In teacher training science subjects]. NAFA. https://nafa.nu/wp-content/uploads/sites/46/2022/06/pd-ddd-delrapport.pdf?x18111

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