Kritisches Denken im Kontext von BNE in Lehrplänen für den Sachunterricht.

Die Autorin untersucht in ihrer Lehrplananalyse deutscher Lehrpläne für den Sachunterricht kritisches Denken im Kontext von BNE. Erste Analyseergebnisse zeigen, dass kritisches Denken als Schlüsselkompetenz für kritisch-emanzipatorische BNE in den untersuchten Lehrplänen nicht explizit formuliert ist, mit Ausnahme des Lehrplans für Schleswig-Holstein. (DIPF/Orig.)

Studies on education for sustainable development (ESD) in the subject show that the critical thinking that is necessary to deal with topics of (non-)sustainable development in the classroom is often not associated with ESD (cf. Munkebye & Gericke 2022; Ohlsson, Gericke & Borg 2022). Since, as various studies show, General Studies teachers use General Studies curricula as a guide when planning their lessons (cf. Niermann 2016; Litten 2017; Tänzer 2020), the question arises as to whether the curricula contain indications for the implementation of ESD and what intentions are associated with ESD in the sense of instrumental and/or critical-emancipatory ESD in the German General Studies curricula. Following the approach of Johanneson, Norðdahl, Óskarsdóttir, Pálsdótti & Pétursdóttir (2011), Elliott and McCrea (2015) and Ohlsson, Gericke & Borg (2022), content analyses of the curricula for General Studies were carried out. Initial analysis results show that critical thinking as a key competence for critical-emancipatory ESD is not explicitly formulated in the curricula analysed, with the exception of the General Studies curriculum for Schleswig-Holstein (2019). (DIPF/Orig.)