Change search
Refine search result
1 - 26 of 26
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1. Fridfeldt, Anders
    et al.
    Sjöström, Lisa
    Molin, Lena
    Uppsala universitet, Institutionen för didaktik.
    Torbjörnsson, Tomas
    Uppsala universitet, Kulturgeografiska institutionen.
    Geografi mer än Europa2010In: Lärarnas tidning, ISSN 1101-2633, no 19Article in journal (Other (popular science, discussion, etc.))
  • 2. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Torbjörnsson, Tomas
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Attitudes to Climate Change Solutions among Students in Economics, Political Science and Law2015Conference paper (Refereed)
  • 3. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Torbjörnsson, Tomas
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Attitudes to Climate Change Solutions among University Students2015Conference paper (Refereed)
  • 4. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Torbjörnsson, Tomas
    Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability2017In: Handbook of Theory and Practice of Sustainable Development in Higher Education: Volume 1 / [ed] Walter Leal Filho, Luciana Brandli, Paula Castro, Julie Newman, Springer, 2017, p. 159-170Chapter in book (Refereed)
    Abstract [en]

    Problems of environmental degradation are often conceptualized in terms of collective action dilemmas, and imply an increased demand for coordination and steering by public authorities. Social science is struggling with understanding how attitudes to collective action dilemmas and state intervention actually are formed. In the literature on environmental attitude formation, education is often claimed to be an important factor. It is argued for example that people with university degrees develop certain values essential for beliefs about personal responsibility and concern for the environment. Still there are a number of questions unanswered. For example, we know little about the effects of different educational programs. In this study we test the hypotheses by using a unique longitudinal data set based on surveys distributed to students in economics, law, and political science at seven universities in Sweden. Our results show a slight decrease in ascribed personal responsibility for environmental protection among the students after one semester. Instead, students ascribe an increased responsibility to various institutions and actors.

  • 5.
    Harring, Niklas
    et al.
    Götebrogs universitet.
    Torbjörnsson, Tomas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lundholm, Cecilia
    Stockholms universitet.
    Solving Environmental Problems Together?: The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students2018In: Education Sciences, E-ISSN 2227-7102, Vol. 8, no 3, article id 124Article in journal (Refereed)
    Abstract [en]

    This paper explores whether value orientation (VO) and trust in the state (TIS) are linked to support for environmental intervention and steering among Swedish students in economics, law, and political science. Furthermore, we considered whether environmental personal norms mediate the link between VO and support for environmental policy instruments and finally, whether TIS moderates the link between environmental personal norms and support for environmental policy instruments, testing this on a sample of over 800 Swedish students. We found a positive link between both a self-transcendence VO and TIS on environmental policy support; however, we cannot confirm a moderating effect of TIS on the relation between environmental personal norms and policy support. Furthermore, left-wing students displayed stronger support for environmental intervention. We conclude that more knowledge on programme-specific characteristics regarding environmental values, beliefs, and attitudes among freshman students can enhance sustainability teaching intended to develop the students' critical and reflective capabilities.

  • 6.
    Torbjörnsson, Tomas
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Arbetet med nationella prov i geografi går in i slutfasen2012In: Geografiska Notiser, ISSN 0016-724X, Vol. 70, no 4Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Torbjörnsson, Tomas
    Uppsala universitet, Kulturgeografiska institutionen.
    Attitudes to sustainable development among Swedish pupils2011In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 15, p. 316-320Article in journal (Refereed)
    Abstract [en]

    The preconditions for education for sustainable development (ESD) differ according to contextual factors. This paper discusses the sources of values connected with sustainable development and also presents findings from a Swedish survey about how attitudes to some aspects of sustainable development are distributed among Swedish pupils. The results show significant differences related to gender and education programme. Boys and students in vocational programs hold stronger anthropocentric values than girls and students in theoretical programmes. There is also a positive correlation between solidarity and biocentric values. Comparison with earlier studies indicates that the differences mentioned above are increasing.

  • 8.
    Torbjörnsson, Tomas
    Uppsala universitet, Kulturgeografiska institutionen.
    Bakläxa om rättvisa2010In: Aftonbladet, Vol. 19 NovemberArticle in journal (Other (popular science, discussion, etc.))
  • 9.
    Torbjörnsson, Tomas
    Uppsala universitet, Kulturgeografiska institutionen.
    Does ESD support or oppose change in the fundamental socioenvironmental values of pupils?2010In: / [ed] Leif Östman, Tungalag Baljir, Ulanbaatar: Mongolian State University of Education, Uppsala University , 2010Conference paper (Refereed)
    Abstract [en]

    Educational policy documents from global to national and local levels give priority to learning how to achieve sustainable development. “Few issues are so important but so elusive as sustainable development, and there can be very few such issues indeed where the role of learning is so crucially important to our future.”(Scott & Gough, 2004, s. xi). A need of change in human values is often expressed as a prerequisite for sustainable development.  How ESD can support this change, without yielding to manipulation and indoctrination, is one of the current main issues.  How do you as a teacher balance on the edge between “knowing what is right and knowing that it´s wrong to tell others what is right” ?(Wals, 2010)           There are abundant suggestions about which values that have to be changed in order to achieve sustainable development.  I choose to presuppose the fundamental values underlying The Millennium Declaration of the UN. They are freedom, equality, solidarity, tolerance, respect for nature and shared responsibility (UN, 2000). Despite their importance not very much is known about how these values help or hinder sustainable development (Leiserowitz, Kates, & Paris, 2006). Studies from many different countries show that students´ primary concern is globally environmental problems. Less is  known about how this concern is related to other issues that the students find important (Rickinson, 2001) and how the values mentioned above are correlated to each other.

    An individual can express values through actions and attitudes. Focus in my research is on how the fundamental values, underlying sustainable development, are expressed in attitudes and how these are combined and distributed among Swedish pupils in upper secondary school. A questionnaire (n=917) with 27 statements, concerning attitudes towards nature and towards fellow human beings is so far the empirical body. I use five-grade Likert items[i] aggregated into four groups, each of them summing up to a Likert scale[ii] measuring different aspects of one value. The four values are; biocentrism, anthropocentrism (two different aspects of respect for nature) equality and solidarity and are consequently connected to the underlying values in The Millennium Declaration of the UN. I use Bogner and Wiseman´s (2003)Model of Ecological Values to measure  respect for nature and have constructed a new scale, Model of Social Values,  for the purpose of measuring solidarity and equality.

    Preliminary results show a significant correlation between a strong willingness to preserve nature and to show solidarity with a wide in-group of others. There is also a significant correlation between strong utilization attitudes towards nature and to show solidarity with a narrower in-group and also between strong utilization attitudes and to accept unequal distribution of resources.  These findings mainly confirm results from earlier research. People high in empathy tend to be low in materialistic values and high in intrinsic values and more negative environmental attitudes are often associated with less concern for social justice and equality(Crompton & Kasser, 2009).

    My all-embracing research question is to analyze how pupils today understand how learning processes in elementary school have supported or opposed their own socioenvironmental values. To do that I need to carry out qualitative interviews with individuals representing the main categories in my survey. In those interviews one aim is to catch the essence of how pupils interpret their teachers’ ability to balance on the edge between telling what is right and supporting diversity and pluralism. 

    [i] The respondent mark the level of agreement from 1= strongly disagree to 5 = strongly agree

    [ii] A summated scale of several items which together measure one dimension

  • 10.
    Torbjörnsson, Tomas
    Uppsala universitet, Kulturgeografiska institutionen.
    En för alla – Alla för naturen: En studie av ungdomars attityder till hållbar utveckling2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This thesis examines young people's attitudes to some aspects of sustainable development.The focus is on attitudes to preservation and to utilization of nature and also to solidarity andto equal distribution of resources. Hence the ecological, social and economic dimensions ofsustainable development are examined in the same survey. The study is aiming to examinehow the attitudes are distributed according to sex, educational programmes and urban/ruralliving as well as to examine how the values, from which the attitudes emanate, are correlatedwith each other.The results show that young female students in theoretical programs and students who livein larger cities are most supportive of nature preservation. The same pattern recurs with evengreater clarity on the attitudes to solidarity. Attitudes to utilization of nature can also be distinguishedclearly between the sexes by young men having more positive attitudes to utilizationthan young women. However, the differences between educational programmes andbetween students from urban and rural areas are clearly smaller than when it comes to attitudesto preservation and to solidarity. Attitudes to equal distribution of recources exhibitirregular patterns. Young women have more positive attitudes than young men but the linksbetween attitudes to equality and educational programme or rural/urban living, are not pointingin any clear direction. The results also show that there is a clear and positive correlationbetween positive attitudes to nature preservation and a willingness to show solidarity with awide circle of people. Those who say they care for nature also say that they are prepared tocare for other people.

  • 11.
    Torbjörnsson, Tomas
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Kan geografi beskriva världen utan värden?2011In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 7, p. 44-50Article in journal (Other academic)
  • 12.
    Torbjörnsson, Tomas
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Mapping Current Sustainable Development Discourse in Sweden and the EU2012Conference paper (Other academic)
  • 13.
    Torbjörnsson, Tomas
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Solidaritet och utbildning för hållbar utveckling: En studie av förväntningar på och förutsättningar för miljömoraliskt lärande i den svenska gymnasieskolan2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The comprehensive ambition of the present thesis was to acquire knowledge about expectations on and preconditions for environmental moral learning within the education for sustainable development (ESD) in the Swedish upper secondary school. The expectations on ESD were explored by examining the description of “sustainable development” in the curriculum, and the prerequisites were examined by analysing environmental attitudes, commitments, and actions of 18-year-old students. The thesis focuses in particular on attitudes to solidarity as a value that unites the social, economic, and ecological dimensions of sustainable development. The theoretical foundation is based on curriculum theory and learning theory, incorporating influences from pragmatic philosophy, while theories of environmental psychology were applied to explain commonalities in attitudes to altruistic and biospheric values. The thesis comprises four studies, and mixed methods were employed as methodological approach. The first study involved a discourse analysis, and aimed at clarifying the description of sustainable development in the curriculum, and to reveal what subject position(s) the discourse implies. The second study was a questionnaire, where statistical methods were used to analyse attitudes to solidarity, equality, and respect for nature. The third study was also a questionnaire, focusing more specifically on attitudes to different aspects of solidarity. The fourth study was an interview study, utilizing a thematic analysis in order to elucidate how students think about solidarity and the future, and how they have encountered the concepts of solidarity and future in teaching. The results disclosed that the expectations on ESD is characterized by an ecological modernization discourse, in which two subject positions are articulated, one scientific and one technical, the latter with expectations on students to be ethical agents. The quantitative studies in the present thesis corroborated previously found correlations between attitudes to altruistic and attitudes to biospheric values. The significant correlation between future orientation and solidarity unveiled by the present thesis constitutes however a pioneering result. The interview analyses imparted that students have experienced little moral reasoning in school with regard to sustainable development, and furthermore conveyed that the future dimension had basically been missing in the teaching they had encountered. The present thesis furthermore contributes methodologically and theoretically by the development of a new scale for appraising solidarity.

  • 14.
    Torbjörnsson, Tomas
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Solidarity as a geographical aspect of sustaianble development2013Conference paper (Refereed)
    Abstract [en]

    In April 2013, national tests in geography were carried out for the first time in Swedish compulsory schools. One of four tested geographical skills was the students’ ability to “evaluate solutions to various environmental and development issues, based on considerations grounded in ethics and sustainable development”. Here it is emphasized that values, apart from subject knowledge, are an important part of the school subject of geography. One of the key values, stressed in UN Millenium goals as prerequisites for sustainable development, is solidarity.     The purpose of this presentation is to discuss conclusions from a study where Swedish students’ understanding of solidarity, as an aspect of the social dimension of sustainable development, was explored. Geographical aspects such as time, space and scale were also related to solidarity. A methodological combination of a questionnaire (N=900) and interviews (N=20) provided both width and depth to the results. Preliminary findings from the interviews show that most students are inexperienced or simply unable to define the word ‘solidarity’. Those who define solidarity often place its meaning close to charity. Students in science programs, in particular, have also found it difficult to connect solidarity with something that has anything to do with learning or teaching, or important knowledge. Quantitative findings show significant differences in prosolidaric attitudes with regard to sex and educational programmes. The results provide important guidance on how teaching geography can, and needs to be, developed to enhance students’ opportunities to take a more active part in shaping a sustainable future.

  • 15.
    Torbjörnsson, Tomas
    Uppsala universitet, Kulturgeografiska institutionen.
    Verklighetens karta inte som Jan Björklund tror2010In: Göteborgs-Posten, Vol. 24 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 16.
    Torbjörnsson, Tomas
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet.
    Öppna jämförelser kan ge fel slutsatser2008In: Dagens samhälle, Vol. 6 november, no 35Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    DEBATT. Sveriges Kommuner och Landsting måste ge bredare analysstöd i anslutning till sina kommande öppna jämförelser på skolområdet.

  • 17.
    Torbjörnsson, Tomas
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad Univ, Dept Humanities & Social Sci Educ, SE-10691 Karlstad, Sweden..
    Lundholm, Cecilia
    Stockholm Univ, Dept Humanities & Social Sci Educ HSD, Stockholm, Sweden..
    Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students? views2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, no 12, p. 1790-1803Article in journal (Refereed)
    Abstract [en]

    This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ?ownership? are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students? responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.

  • 18.
    Torbjörnsson, Tomas
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Lundholm, Cecilia
    Stockholms universitet.
    Harring, Niklas
    Göteborgs universitet.
    Environmental Sustainability and Legal Education: Swedish Law Student´s Value Orientation2018In: Retfærd. Nordisk Juridisk Tidsskrift, ISSN 0105-1121, Vol. 41, no 3-4, p. 99-115Article in journal (Refereed)
    Abstract [en]

    In this study we compare Swedish law students’ value orientation with students in economics and political science and investigate how law students’ value orientation change during their first year of training. Drawing on theories and research from environmental psychology “values” are operationalized in three main categories: altruistic, biospheric and egoistic. Considering our sample groups as future power-professionals and potential agents of environmental and social change, we believe that a better understanding regarding the impact of legal education on students’ value orientation is essential. Our starting point is that when coping with bigger-than-self problems, as climate change, self-transcendence values as altruism and biospherism are important. Our findings demonstrate that legal education beginners report weaker biospheric values than the comparison groups. Another finding is that egoistic value orientation is not strengthened after one year of law education, a result that is counter indicative to previous research and debate among law scholars from U S and other countries outside of Sweden.

  • 19.
    Torbjörnsson, Tomas
    et al.
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Molin, Lena
    In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future2015In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 24, no 4, p. 338-354Article in journal (Refereed)
    Abstract [en]

    The present article presents results obtained from a survey focusing on attitudes to solidarity among upper secondary school students. A relation between positive attitudes to solidarity and future-orientation was evident. The survey results were reinforced by a second study, exploring how students in the Swedish upper secondary school perceived the value solidarity, and whether the future-dimension was reflected in teaching. Twenty-two third-year students attending theoretical and vocational programmes at five upper secondary schools were interviewed. After coding and transcribing, a thematic analysis was performed, categorizing the interview responses into sub-themes, representing different aspects of solidarity and future-orientation. The analysis revealed that these students were not acquainted with solidarity as a concept. In the cases solidarity had been brought up at all in class, the students primarily contemplated it in a historical context. Notwithstanding, several students expressed a definite ambition and readiness to act in a solidary manner in order to contribute to improved social and ecological justice, also in relation to future generations. The interviews furthermore disclosed that teaching rarely had included the future-dimension; the students considered the future to be an individual rather than a shared challenge. In terms of resolving future challenges, such as the climate threat, their confidence in natural scientists and technologists was high, but few students conveyed trust in politicians, or believed that school, teachers, and students would take on an active role. Conclusively, activating the future-dimension in the Education for Sustainable Development (ESD) might be a means to ameliorate the preconditions for youths’ environmental moral learning.

  • 20.
    Torbjörnsson, Tomas
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Molin, Lena
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Who is solidary?: A study of Swedish students’ attitudes towards solidarity as an aspect of sustainable development2014In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 23, no 3, p. 259-277Article in journal (Refereed)
    Abstract [en]

    In this article we explore students’ attitudes towards solidarity, as an aspect of sustainable development (SD), and analyse how students can be described as solidary. Our motive is to obtain better knowledge regarding important preconditions for education for SD. We conducted a quantitative study with 782 responding upper secondary students from 22 Swedish schools. A new scale was designed to measure shared responsibility and pro-environmental behaviour as aspects of solidarity. Background variables were sex, parents’ level of engagement, geographical knowledge, future orientation, biospheric values and environmental educational tradition. The descriptive results confirm previously found gender differences including women showing considerably higher scores on the three subscales measuring solidarity. The correlation analysis shows significant and moderate correlations between solidarity and biospheric values which is also consistent with previous research. More pioneering is that future orientation correlates significantly and relatively strongly with solidarity. The regression analysis furthermore shows that future orientation is a significant predictor for solidarity. More research is needed before we can draw unequivocal conclusions regarding this relation but meanwhile we interpret the findings as an insistent reminder to highlight the future dimension in education for SD.

  • 21.
    Torbjörnsson, Tomas
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Molin, Lena
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Karlberg, Martin
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Measuring attitudes towards three values that underlie sustainable development2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 97-121Article in journal (Refereed)
    Abstract [en]

    Freedom, equality, solidarity, tolerance, respect for nature and shared responsibility are, according to UN (2000), specific and fundamental values. According to Shepherd et al. (2009), there is a lack of knowledge about the nature of these sustainability values and more research on these values and how they can be measured are needed. The purpose of this article is to present results from a study that aims to develop more knowledge about young people's attitudes towards sustainability. The study focused on three of these fundamental values: respect for nature, solidarity and equality. The methodology was a questionnaire answered by 918 upper secondary students. A new scale was constructed to measure attitudes towards solidarity and equality. The results show significant differences related to gender, urban or rural living and upper secondary program attended. There is also a positive correlation between solidarity and willingness to preserve nature.

  • 22.
    Torbjörnsson, Tomas
    et al.
    Uppsala universitet, Institutionen för didaktik.
    Molin, Lena
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Karlberg, Martin
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Measuring attitudes towards three values that underlie sustainable development2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 97-121Article in journal (Refereed)
  • 23.
    Torbjörnsson, Tomas
    et al.
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Wee, Bryan
    Oldebring, Linda
    Exploring children’s perceptions of the environment2015Conference paper (Other academic)
    Abstract [en]

    The language children use when they talk about the environment opens a window into the societal norms and values that affect human – environmental relationship. To adapt environmental education to a specific cultural context thus requires knowledge about how the environment is defined within that context. This study investigates children´s perceptions of the environment in Sweden. In a geographical context it focuses our attention on children’s sense of place, that is, how people inhabit spaces. In an educational context the objective of the study is to examine the different discourse(s) that emerges in children`s drawings, texts and talks about the environment.  Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment through their discourse about the environment? The research questions are focusing how the children visualize the present and the future environment in drawings and how they explain their drawings. Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment? Drawings and interviews are used to elicit children’s responses to these questions. Study participants consist of 35 children in year 6 drawn from a school in Stockholm. After establishing inter-rater reliability, we conduct content and thematic analysis of drawings as well as open coding of interviews to generate interpretive findings. Visual methodology and social constructivism are lenses that frame this study and validate children’s sense of place. Implications for equity in geography and environmental education are discussed.

  • 24.
    Torbjörnsson, Tomas
    et al.
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Wee, Bryan
    Oldebring, Linda
    Lundholm, Cecilia
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Exploring children´s sense of place and promoting equity in geography education2015In: NoFa5 Book Of Abstracts, 2015, p. 37-37Conference paper (Other academic)
    Abstract [en]

    This study investigates how cultural factors shape children views of the environment in Sweden. In a geographical context it focuses our attention on children’s sense of place, that is, how people inhabit spaces. This deepens our understanding of society and sustainability to create an inclusive education. Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment? Drawings and interviews are used to elicit children’s responses to these questions. Study participants consist of 150 children in year 6 drawn from two schools in Stockholm and Sodertalje, each reflecting different communities. After establishing inter-rater reliability, we conduct content and thematic analysis of drawings as well as open coding of interviews to generate interpretive findings. Visual methodology and social constructivism are lenses that frame this study and validate children’s sense of place. Implications for equity in geography and education are discussed.

  • 25. Wiklund, Jan
    et al.
    Torbjörnsson, Tomas
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Geografi. 4-6, Grundbok2015Book (Other (popular science, discussion, etc.))
  • 26. Wiklund, Jan
    et al.
    Torbjörnsson, Tomas
    Stockholms universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Geografi 4-6, Lärarbok2015Book (Other (popular science, discussion, etc.))
1 - 26 of 26
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf