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Hindersson, Emelie
Publications (3 of 3) Show all publications
Christenson, N. & Hindersson, E. (2019). Teaching climate change, teachers views, methods and good examples. In: : . Paper presented at AAG, American Association of Geographers, WASHINGTON, DC April 3 - April 7.
Open this publication in new window or tab >>Teaching climate change, teachers views, methods and good examples
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Climate change (CC) is one of the greatest challenges facing humanity and it is of great importance that education enables students with the knowledge and skills needed for making informed and evidence-based decisions. In this pilot study we examine teachers methods and views of teaching CC. A survey included questions about the teachers’ experience of teaching the topic of climate change and their views on teaching this specific content was distributed to 84 secondary teachers. 28% of the teachers consider geography to be the subject most responsible for teaching CC, 77% report that the aim is to teach the pupils an environmentally friendly behavior. The most used teaching methods are teachers lecturing (used by 89% of the teachers), group discussions (87%) and teacher moderated whole class debates (55%). 44% reported that they have sufficient knowledge for teaching CC, 26% feel that they have enough knowledge about howto teach CC but only 12% believe they have enough time for their teaching. Although CC is perceived as an interdisciplinary issue, relatively few of the teachers reportedly use interdisciplinary work. Both the high level of lecturing and lack of interdisciplinary work can be an consequence of a (over) loaded curriculum. To cooperate with other subjects can be difficult, often the subjects are not only separated by time (different schedules) but also in space (different classrooms). We conclude by giving examples of innovative ways of facing the challenge of teaching CC using innovative pedagogical tools.

National Category
Social Sciences Physical Geography
Research subject
urn:nbn:se:kau:diva-74938 (URN)
AAG, American Association of Geographers, WASHINGTON, DC April 3 - April 7
Available from: 2019-10-01 Created: 2019-10-01 Last updated: 2019-11-14Bibliographically approved
Christenson, N., Koivisto, J., Persson, E., Hindersson, E., Gustafsson, K. & Pettersson, A. (2018). Riskville – A game for learning about disaster risks and urban planning. International Journal of Mass Emergencies and Disasters, 36(3), 238-246
Open this publication in new window or tab >>Riskville – A game for learning about disaster risks and urban planning
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2018 (English)In: International Journal of Mass Emergencies and Disasters, ISSN 0280-7270, Vol. 36, no 3, p. 238-246Article in journal (Refereed) Published
Abstract [en]

Education plays a key role in disaster risk reduction (DRR) and in creating resilient societies worldwide by disseminating information about risks and in improving people’s risk awareness. This, in turn, helps them to prepare, cope with and recover from possible disaster events, hence making the societies more resilient. This paper shortly presents the theoretical background and the rules of the game Riskville where the participants get to experience in a hands-on manner the connections and conflicts between urban planning, different interests and climate related risks. We conclude that Riskville promotes discussions on different perspectives on disaster risk and resilience and approaches in including them into urban planning.

Place, publisher, year, edition, pages
Colorado Springs, CO: International Research Committee on Sociology of Disasters; International Sociological Association, 2018
Risk, urban planning, higher education, disaster risk reduction, resilience
National Category
Social and Economic Geography
Research subject
Risk and Environmental Studies
urn:nbn:se:kau:diva-71825 (URN)
Available from: 2019-04-12 Created: 2019-04-12 Last updated: 2019-04-29Bibliographically approved
Blumenthal, B., Nyberg, L., Grahn, T., Gustafsson, K. & Hindersson, E. (2010). 10 år efter Arvikaöversvämningen. Karlstad: Karlstad University Press
Open this publication in new window or tab >>10 år efter Arvikaöversvämningen
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2010 (Swedish)Book (Other academic)
Abstract [sv]

Efter en mycket regnrik höst kulminerade vattennivån i Glafsfjorden den 29 november 2000 på drygt 3 m över normalnivån. De strandnära områdena i det värmländska Arvika sattes under vatten, vägnätet hotades, många mindre vägar fick stängas av och järnvägstrafiken ställdes in i över tre veckor. Samhällets krafter mobiliserades för att skydda fastigheter och infrastruktur. Många högt uppsatta besökare kom till Arvika för att se översvämningen med egna ögon. Läget var skarpt i en och en halv månad.

Boken ger en inblick i den meteorologiska och hydrologiska bakgrunden av händelsen. Den beskriver händelseförloppet och skadorna som översvämningen orsakade. I en samhällsekonomisk genomgång summeras de direkta skadekostnaderna till 315 Mkr i 2009 års prisläge. Översvämningen följdes upp i ett stort antal utredningar och boken skildrar hur planerna till ett översvämningsskydd för staden växte fram. Den mänskliga dimensionen av händelsen förtydligas med berättelser av översvämningsdrabbade privatpersoner och intervjuer med kommunanställda.

Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2010. p. 77
National Category
Climate Research
Research subject
Environmental Science
urn:nbn:se:kau:diva-8480 (URN)978-91-85335-99-2 (ISBN)
Available from: 2011-10-04 Created: 2011-10-04 Last updated: 2019-07-12Bibliographically approved

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