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Höglund, Hans-Olof
Publications (10 of 11) Show all publications
Borg, C., Gericke, N., Höglund, H.-O. & Bergman, E. (2014). Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526-551
Open this publication in new window or tab >>Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development
2014 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 4, p. 526-551Article in journal (Refereed) Published
Abstract [en]

This article describe the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions, and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational and esthetical-practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison to more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70 % of the questioned teachers stated that they need such training.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
environmental education, sustainable development, teachers' understanding, upper secondary school, subject- and experienced-bound differences
National Category
Other Biological Topics Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-8257 (URN)10.1080/13504622.2013.833584 (DOI)000340175500005 ()
Available from: 2011-09-15 Created: 2011-09-15 Last updated: 2018-06-04Bibliographically approved
Borg, C., Gericke, N., Höglund, H.-O. & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development. Research in Science & Technological Education, 30(2), 185-207
Open this publication in new window or tab >>The barriers encountered by teachers implementing education for sustainable development
2012 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 30, no 2, p. 185-207Article in journal (Refereed) Published
Abstract [en]

Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently.

Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to implement a holistic perspective of ESD; we investigated both the impact of teaching traditions and the barriers that teachers experienced.

Sample : A stratified sample of 224 Swedish upper secondary schools participated. An online questionnaire was sent and answered by a total of 3229 teachers at these schools. In total, there were 669 science teachers, 373 social science teachers, 483 language teachers, 713 vocational and esthetical–practical teachers, and 739 teachers from other disciplines who participated in the survey.

Design and methods : The questionnaire consisted of questions requiring Likert-scale responses and multiple-choice questions. The data from the questionnaire were analyzed using Pearson’s Chi-square test and one-way ANOVA. The significance level accepted was p < 0.05.

Results : Teachers were influenced by their own subject traditions. Science teachers in our study were grounded in the fact-based tradition and lectures were the most common teaching method used. The teaching tradition of the social science teachers seemed to be most in line to an ESD approach. Many language teachers (41%) stated they did not include SD issues in their teaching at all. Among the barriers identified, the most common obstacles were that the teachers lacked inspiring examples of how to include SD in their teaching and that they lacked the necessary expertise about SD.

Conclusion : This study highlights the need for the management within schools to create opportunities for teachers to work collaboratively when teaching ESD. It is also important to provide further training that is adjusted to the needs of different disciplines.

Keywords
environmental education, sustainable development, teaching for sustainability, upper secondary school, teaching traditions, interdisciplinary approach, teaching methods
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-8258 (URN)10.1080/02635143.2012.699891 (DOI)000308137100005 ()
Available from: 2011-09-15 Created: 2011-09-15 Last updated: 2018-06-04Bibliographically approved
Christenson, N., Chang Rundgren, S.-N. & Höglund, H.-O. (2012). Using the SEE-SEP model to analyse upper secondary students' use of supporting reasons in arguing socioscientific issues. Journal of Science Education and Technology, 21(3), 342-352
Open this publication in new window or tab >>Using the SEE-SEP model to analyse upper secondary students' use of supporting reasons in arguing socioscientific issues
2012 (English)In: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 21, no 3, p. 342-352Article in journal (Refereed) Published
Abstract [en]

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students' informal argumentation on four socioscientific issues (SSIs) to explore students' use of supporting reasons and to what extent students used scientific knowledge in their arguments. Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports. The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption. To analyse students' supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with three aspects, and (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed among the SSI topics. Also, some alternative concepts were disclosed in students' arguments. The implications for research and education are discussed.

Place, publisher, year, edition, pages
Springer, 2012
Keywords
Socioscientific issues; Informal argumentation; Scientific literacy; Scientific knowledge; The SEE-SEP model; Holistic view
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-7091 (URN)10.1007/s10956-011-9328-x (DOI)000303866300003 ()
Available from: 2011-02-21 Created: 2011-02-21 Last updated: 2017-12-11Bibliographically approved
Christenson, N., Chang Rundgren, S.-N. & Höglund, H.-O. (2010). Upper secondary students’ use of scientific knowledge in arguing socioscientific issues. Paper presented at ERIDOB.
Open this publication in new window or tab >>Upper secondary students’ use of scientific knowledge in arguing socioscientific issues
2010 (English)Conference paper, Published paper (Refereed)
National Category
Didactics Other Biological Topics
Identifiers
urn:nbn:se:kau:diva-8558 (URN)
Conference
ERIDOB
Available from: 2010-10-08 Created: 2011-10-14 Last updated: 2017-12-06Bibliographically approved
Höglund, H.-O., Helldén, G., Thomasson, M. & Wahlberg, S. (2008). Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study. In: : . Paper presented at Poster presenterad vid the Fourth Scandinavian Symposium on Research in Science Education, Odense, Danmark.
Open this publication in new window or tab >>Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study
2008 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Biological Sciences Chemical Sciences
Research subject
Biology; Chemistry
Identifiers
urn:nbn:se:kau:diva-18312 (URN)
Conference
Poster presenterad vid the Fourth Scandinavian Symposium on Research in Science Education, Odense, Danmark
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2013-11-06Bibliographically approved
Höglund, H.-O., Helldén, G., Thomasson, M. & Wahlberg, S. (2008). Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation- a case study. Paper presented at Proceedings från the 9th Nordic Research Symposium on Science Education, Island. Paper presented at Proceedings från the 9th Nordic Research Symposium on Science Education, Island.
Open this publication in new window or tab >>Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation- a case study
2008 (English)Conference paper, Published paper (Refereed)
Keywords
Ämnesdidaktik, Subject Didactics
National Category
Biological Sciences Chemical Sciences
Research subject
Biology; Chemistry
Identifiers
urn:nbn:se:kau:diva-23876 (URN)9789979985174 (ISBN)
Conference
Proceedings från the 9th Nordic Research Symposium on Science Education, Island
Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2013-01-22
Höglund, H.-O., Thomasson, M., Wahlberg, S. & Helldén, G. (2008). Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation - a case study. In: Macdonald, Allyson (Ed.), Planning science instruction: From insight to learning to pedagogical practices: Proceedning of the 9th Nordic research symposium on Science education, 11th-15th June 2008, Reykjavik, Iceland. Paper presented at 9th Nordic research symposium on Science education (pp. 140-142). Reykjavik: Science education research group, School of education, University of Iceland
Open this publication in new window or tab >>Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation - a case study
2008 (English)In: Planning science instruction: From insight to learning to pedagogical practices: Proceedning of the 9th Nordic research symposium on Science education, 11th-15th June 2008, Reykjavik, Iceland / [ed] Macdonald, Allyson, Reykjavik: Science education research group, School of education, University of Iceland , 2008, p. 140-142Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Reykjavik: Science education research group, School of education, University of Iceland, 2008
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-11692 (URN)978-9979-9851-7-4 (ISBN)
Conference
9th Nordic research symposium on Science education
Available from: 2012-02-16 Created: 2012-02-16 Last updated: 2012-02-21Bibliographically approved
Höglund, H.-O., Helldén, G., Thomasson, M. & Wahlberg, S. (2007). Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study. In: : . Paper presented at Poster presenterad vid the European Science Education Research Association Conference, Malmö.
Open this publication in new window or tab >>Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study
2007 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Biological Sciences Chemical Sciences
Research subject
Biology; Chemistry
Identifiers
urn:nbn:se:kau:diva-18313 (URN)
Conference
Poster presenterad vid the European Science Education Research Association Conference, Malmö
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2014-08-14Bibliographically approved
Karlsson, P. E., Hansson, M., Höglund, H.-O. & Pleijel, H. (2006). Ozone concentration gradients and wind conditions in Norway spruce (Picea abies) forests in Sweden. Atmospheric Environment, 40(9), 1610-1618
Open this publication in new window or tab >>Ozone concentration gradients and wind conditions in Norway spruce (Picea abies) forests in Sweden
2006 (English)In: Atmospheric Environment, ISSN 1352-2310, E-ISSN 1873-2844, Vol. 40, no 9, p. 1610-1618Article in journal (Refereed) Published
Abstract [en]

Ozone concentrations and wind conditions were measured at different heights above ground inside two different. Norway spruce forest canopies in Sweden and compared to those outside or above the forests. Compared to high above ground outside or above the canopies, the ozone concentrations inside the Norway spruce forests were reduced 3–8% during mid-day and 10–40% during nighttime. Daylight Accumulated exposure Over a Threshold 40 ppb (AOT40) was reduced 15–45% inside as compared to outside the forest. The horizontal concentration differences between inside and outside the forest were in the order of 3–4%, independently of the height above ground. The ozone concentration difference inside and outside the forest depended on the air turbulence as well as the horizontal wind speed inside the forest. It also depended on the distance to the forest edge in relation to the wind direction. The ozone concentration differences inside and outside the Norway spruce forests were explained by the differences in the rate of dry deposition in relation to the rate of replacement of ozone from higher air layers or by the horizontal wind going into the forest.

Place, publisher, year, edition, pages
Elsevier, 2006
Keywords
In-canopy ozone concentrations, AOT40, wind conditions, forests, Norway spruce
National Category
Biological Sciences
Identifiers
urn:nbn:se:kau:diva-11691 (URN)
Available from: 2012-02-16 Created: 2012-02-16 Last updated: 2017-12-07Bibliographically approved
Weyers, J., Höglund, H.-O. & Mc Ewen, B. (1998). Teaching botany on the sunny side of the tree: promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves. Paper presented at 18th Congress of the Scandinavian Society for Plant Physiology. Journal of Biological Education, 32(3), 181-190
Open this publication in new window or tab >>Teaching botany on the sunny side of the tree: promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves
1998 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 32, no 3, p. 181-190Article in journal (Refereed) Published
Abstract [en]

Presents a study which described how sun and shade leaves, example of an acclimation to light intensity, can be used as a stimulating vehicle for teaching plant ecophysiology to undergraduates. Methodology; Information on leaf morphology; Leaf characteristics; Results and discussion.

Place, publisher, year, edition, pages
Society of biology, 1998
National Category
Natural Sciences Botany
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-9582 (URN)
Conference
18th Congress of the Scandinavian Society for Plant Physiology
Available from: 2012-02-06 Created: 2012-02-06 Last updated: 2017-12-08Bibliographically approved
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