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  • 1.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    An explorative study of student understandings of the relationships between the environment and the economy2016Konferensbidrag (Refereegranskat)
  • 2.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education for sustainable development - Student views on environmental, social and economic dimensions of sustainable development and their interrelationships2017Konferensbidrag (Refereegranskat)
  • 3.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Exploring studentunderstandings of economic perspectives in sustainable development2016Konferensbidrag (Refereegranskat)
  • 4.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development2018Ingår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, nr 8, s. 1-17, artikel-id 2738Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Theeconomicdimensionisoneofthecentralperspectivesinbothsustainabledevelopment and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’viewsoftherelationshipsbetweeneconomicgrowth,economicdevelopmentandsustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

  • 5.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Separated and integrated perspectives on environmental, economic, and social dimensions: an investigation of student views on sustainable development2016Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, nr 8, s. 1115-1138Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed. 

  • 6.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Separated andintegrated approaches to investigate student views on dimensions of sustainable development2015Konferensbidrag (Refereegranskat)
  • 7.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Student Decision-making on Sustainability Dilemmas and its Relationship to Sustainability Consciousness2015Konferensbidrag (Refereegranskat)
  • 8.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Student views on the dimensions of sustainable development: A matter of context, congruence and conflictManuskript (preprint) (Övrigt vetenskapligt)
  • 9.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Investigating Swedish upper secondary students’ integrated understanding of sustainable development2013Konferensbidrag (Refereegranskat)
  • 10.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    The implementation of education for sustainable development in Sweden: Investigating the sustainability consciousness among upper secondary students2014Ingår i: Research in Science & Technological Education, ISSN 0263-5143, Vol. 32, nr 3, s. 318-339Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Sustainable development (SD) is a complex idea, based on environmental, economic and social dimensions. In line with SD, education for sustainable development (ESD) is an approach to teaching that combines cognitive and affective domains and aims to build empowerment abilities.

    Purpose: The purpose of this article is to investigate effects of the implementation of ESD in Sweden, in terms of developing students’ sustainability consciousness (SC). Two groups of students were included: one was from schools with a profile of ESD and the other one was from comparable schools without explicit ESD-profile.

    Sample: A total of 638 students from upper secondary schools (grade 12) in science-related or social science-related programs participated in the study.

    Design and methods: A procedure was created for the selection of schools considered to be the most active in using an ESD approach as well as comparable schools with no explicit ESD approach. During spring 2013, the students responded to a questionnaire based on sustainability knowingness, attitudes and behaviors within the environmental, economic and social dimensions of SD that together constitute the concept of SC. Data were analyzed using SPSS software.

    Results: The results indicate that there are significant differences in SC between students from schools that teach with an ESD approach compared to students from regular schools. Furthermore, a significant difference between the two groups of students was found in the underlying economic dimension of SC. No significant differences were found in the environmental and social dimensions of SC.

    Conclusions: Although the results show that ESD-profiled schools have effect on students' SC, the effects are relatively small. Therefore, the effects and nature of the implementation of ESD are discussed.

  • 11.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Questionnaire 12th grade short version2019Övrigt (Övrigt vetenskapligt)
  • 12.
    Berglund, Teresa
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve de-Pauw, Jelle
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp.
    Investigating the Effectiveness of Whole School approaches to ESD in Four Swedish Schools2017Konferensbidrag (Refereegranskat)
  • 13.
    Boeve de-Pauw, Jelle
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    What timss tells us about education for sustainable development - a comparative study between biology and science teachers in Sweden2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    The implementation of Education for Sustainable Development (ESD) in formal education is an arduous process. A much reported issue is that teachers do not perceive ESD as part of their task. As ESD should be implemented through whole-school approach this is identified as one of the major barriers to successfully bringing ESD into formal education. The current study uses the most recent Swedish TIMSS data Sweden for grade 4 classroom teachers, and for grade 8 biology and science teachers to answer three questions: (1) How well prepared do teachers feel to teach ESD? (2) According to teachers, is ESD supported in/by the whole school? (3) How often do teachers participate in ESD professional development? Using data from over 1000 Swedish respondents, the study shows that elementary and science teachers feel ill prepared for ESD. Biology teachers in grade 8 feel most prepared, but their mean score is also below the value 2 (indicating that they do not even feel ‘somewhat’ prepared). Our study also reveals that students are not very involved in the implementation of ESD. This is problematic since ESD focusses on their participation. While PD rates are low for all teachers in the sample we see that when grade 4 and grade 8 science teachers do participate in such programs they feel better prepared to bring ESD into their classroom. At the same time we have to underscore that across PD topics in TIMSS, ESD is at the lowest level (around 13%, with other topics averaging 25 to 45%). Yet, these results show that PD is key to the successful implementation of ESD.

  • 14.
    Boeve-de Pauw, Jelle
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Univ Antwerp, Fac Social Sci, Res Unit Edubron, Dept Training & Educ Sci, Prinsstr 13, B-2000 Antwerp, Belgium..
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The Effectiveness of Education for Sustainable Development2015Ingår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 7, nr 11, s. 15693-15717Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Perhaps the most important issue in our time is how to sustain our planet's resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. However, empirical studies are a missing link in the discourse around ESD, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.

  • 15.
    Boeve-de Pauw, Jelle
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice2016Konferensbidrag (Refereegranskat)
  • 16.
    Boeve-de Pauw, Jelle
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The effectiveness ofeducation for sustainable development2016Konferensbidrag (Refereegranskat)
  • 17.
    Bohlin, Gustaf
    et al.
    Linköpings universitet.
    Göransson, Andreas
    Linköpings universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Tibell, Lena
    Linköpings universitet.
    NTA-Digital – Tema kroppen2016Konferensbidrag (Refereegranskat)
  • 18.
    Borg, Carola
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hållbar utveckling i gymnasieskolans undervisning: Ämnestradition versus läroplan2011Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, nr 7, s. 22-30Artikel i tidskrift (Övrigt vetenskapligt)
  • 19.
    Borg, Carola
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Teachers’ understanding of sustainable development: Discipline bound differences2011Konferensbidrag (Refereegranskat)
  • 20.
    Borg, Carola
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    The gap between the curriculum and teachers knowledge of sustainable development2010Konferensbidrag (Refereegranskat)
  • 21.
    Borg, Carola
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Höglund, Hans-Olof
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Bergman, Eva
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development2014Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, nr 4, s. 526-551Artikel i tidskrift (Refereegranskat)
    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.

  • 22.
    Borg, Carola
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Höglund, Hans-Olof
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Bergman, Eva
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    The barriers encountered by teachers implementing education for sustainable development2012Ingår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 30, nr 2, s. 185-207Artikel i tidskrift (Refereegranskat)
    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.

  • 23.
    Borg, Farhana
    et al.
    Dalarna University.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Concrete Examples of Education for Sustainability Practices in Preschool in Sweden2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    To integrate education for sustainability (EfS) in pedagogical practices is often described as complex and challenging by teachers at preschool to higher education levels. Teachers’ lack of competence in teaching EfS or inspiring examples from educational practices have been identified as some major reasons for this (Borg, Gericke, Höglund, & Bergman, 2012; Corney, 2006; Hedefalk, Almqvist & Östman, 2015). The intention with EfS is to empower learners ‘to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity’ (UNESCO, 2019). In early childhood education, a main starting point in EfS is building on children’s participation, and viewing them as active agents and stakeholders for the future (Gothenburg Environmental Centre, 2010). Despite an increase in integrating EfS in preschools in Sweden, there are teachers that do not fully acknowledge children as active citizens who are capable of being involved in activities that bring changes in society (Ärlemalm-Hagsér, 2013).

    Preschool teachers play a significant role in developing young children’s verbal and practical knowledge about environmental and sustainability-related issues through engaging them in conversations, discussions, and in practical activities (Borg, 2017). According to Pramling Samuelsson (2011, p. 110) an important factor for developing children’s competence in EfS is ‘the teacher’s competence and understanding of the questions as such related to young children’s everyday life’. However, only a few studies have been conducted to explore how teachers integrated EfS in preschool education (e.g. Svedäng, Halvars, Elfström, & Unga, 2018). Knowledge operationalization of EfS is needed for teachers to identify practical and proven examples of how to integrate EfS in their daily pedagogical practices.  

    Aim and objectives

    The purpose of this study was to highlight preschool teachers’ operationalization of education for sustainability (EfS) in their daily pedagogical practices in Sweden. The objectives were:

    • to explore teachers’ sustainability awareness in preschool education; and
    • to investigate how teachers integrate EfS in their daily pedagogical activities

    In this paper, ‘sustainability awareness’ refers to what teachers describe about what they know and how they view of sustainability in relation to preschool education from their personal perspectives. In Sweden, preschool education refers to early childhood education for children, who are below six years old.

    In Sweden, a new curriculum for preschool education will be effective from July 2019 (Skolverket, 2018), in which a number of changes compared with the previous curriculum have been made, e.g., the concept sustainably is explicitly mentioned for the first time in relation to preschool education and children’s learning. The new curriculum states that each person that works in preschool shall promote respect for individual’s intrinsic value and for sustainability.

    Conceptual framework

    Children are active participants in learning, and the involvement of adults and knowledgeable peers can make a great difference in the learning process (Bruner, 1966). Bruner (1960, 1977) argues that a child of any age is capable of understanding complex information; even very young children are capable of learning any material if the instruction is organized appropriately. Considering the complexity of the concept of sustainability, the study uses an interlocking circles model that depicts how the environmental, the social and the environmental dimensions are closely connected (Elliott, 2013). Any practices and policies developed without taking all dimensions into account are likely to provide only limited understanding of the sustainability concept and is less likely to lead to action (Siraj-Blatchford, Smith, & Samuelsson, 2010). With regard to EfS, the challenges are not only to operationalize these sustainability dimensions for preschool’s pedagogical practices, but there is a great need to concretize EfS with examples that are connected with children’s daily life.

    Method

    This study was part of a larger EfS-school development project, which was developed with practitioners to provide support for teacher professional development (TPD) in a municipality in Sweden. A qualitative approach was utilized to acquire an in-depth understanding of preschool teachers’ sustainability awareness, and their ways of operationalizing the EfS for day-today activities. The study was conducted between April and May 2018. A description of Participants and data collection, and Data analysis is given below. Participants and data collection Individual interview data were collected from 12 certified preschool teachers, who were employed in 8 preschools that participated in the EfS-school development project for a year. The preschool teachers were all women with working experiences with young children ranging from 6 to 33 years. Although 10 preschools participated in the EfS-school development project, two of them could not participate in the study due to other commitments. An interview guide was developed that included questions concerning demographic information, teacher’s definition and views of the concept of sustainability and EfS, their experiences of working with EfS with practical examples, as well as any challenges they might have experienced to integrate EfS in preschool education. Conducted in Swedish, the interviews were audio recorded and fully transcribed by a professional transcriber. Data analysis Content analysis was undertaken to analyse the interview transcriptions to identify main contents of data and the messages (Cohen, Manion, & Morisson, 2011). The transcriptions were read and re-read in order to become thoroughly familiarized with the data and initial codes were noted concurrently. Any similarities, inconsistencies or contradictions in relation to what individual teachers informed, were noted for further exploration. In later stages of the analysis, some of the codes were modified while re-reading the transcriptions to ensure consistencies and coverage of the codes. Similar types of codes were categorized and from these categories major themes emerged. To ensure reliability, the coding started with a small sample of texts, which helps to make amendments of the coding and categorisation. This study followed the codes and guidelines of research ethics in relation to informed consents of the participants, maintenance of confidentiality, and the use of information for the study (Vetenskapsrådet, 2017).

    Expected Outcomes

    Regarding sustainability awareness, most of the teachers reported an Integrated views of sustainability. All participants were capable of describing sustainability using the three interconnected dimensions: the environmental, the social and the economic. In general, all teachers viewed sustainability as an abstract and complex concept, which can be difficult to make apprehensible in preschool’s educational activities. The preliminary findings of how the teachers integrate EfS in their daily pedagogical activities are presented under emerging themes below: Environmental dimensions on focus: Common activities in all preschools were recycling of plastic materials, reusing of milk packets and plastic corks, as well as composting of leftover food. Going out in the nature appeared to be a routine for all preschools. Concrete examples for young children: A few teachers argued that working with young children with EfS, requires efforts to concretize various activities at children’s developmental levels. In general the teachers were lacking concrete ways of working with EfS; especially to integrate the social and economic dimension. Internationalization and global perspectives: A couple of preschools started integrating global perspectives, e.g. one teacher mentioned that they had a collaboration with a preschool in Canada, and, according to her, it is important that children get a wider perspective about other countries, languages and cultures, which she viewed as a part of social sustainability. Some of the teachers connected their educational practices with the preschool curriculum highlighting the 17 sustainable development goals (SDGs) that address the ‘areas of critical importance for humanity and the planet’ (United Nations, 2015, p.1). To summarize the main findings, it seemed that the current TPD had, to greater extent, impact on transforming teachers’ views of sustainability into a holistic concept, and they were also struggling to transform their knowledge into concrete pedagogical activities. Positive and unexpected activities though evolved in relation to globalization.

  • 24.
    Brink, Helen
    et al.
    Karlstads universitet.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Teaching modelling using digital tools in secondary technology education: Teachers’ experiences2019Ingår i: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé and M. de Vries, 2019, s. 95-102Konferensbidrag (Refereegranskat)
    Abstract [en]

    Models can be used for communicating and for sharing information. In technology education in Swedish compulsory school, pupils have long created models using simple materials to test their designs, such as cardboard and wooden sticks. Models have also been used by teachers to assess pupils’ technology knowledge in particular areas (Elmer & Davies, 2000). We live in a world where technology is highly developed, where digital technology plays an important role and where models are created in digital environments (Kress, 2010). Technology as a school subject undergoes the same development, which can be seen in the technology syllabus (Skolverket, 2011). However, there is a lack of research on technology teachers’ experiences of teaching modelling using digital tools. According to previous research, teachers’ experiences of a phenomenon (Marton & Tsui, 2004) along with their pedagogical and technological knowledge (Mishra & Koehler, 2006) affect how they plan their lessons. The aim of this pilot study is therefore to examine secondary school teachers’ experiences of teaching modelling using digital tools, thereby contributing to understanding this area of technology education. The study takes a phenomenographic approach (Marton & Booth, 1997) and is based on semi-structured interviews with teachers. The interviews are analyzed, focusing on how technology teachers experience teaching modelling using digital tools. Their different experiences are divided into categories. So far, four categories have been identified: a) Modelling using digital tools as inspiration, b) Handling the modelling software as the object of learning, c) Handling 3D printing as the object of learning and d) Modelling for teaching technological content. A tentative result is that teachers have different aims and purposes when teaching modelling using digital tools.

  • 25.
    Carver, Rebecca Bruu
    et al.
    Norwegian Inst Publ Hlth, Dept Commun, Oslo, Norway..
    Castera, Jeremy
    Aix Marseille Univ, ENS Lyon, ADEF EA4671, Aix Marseille, France..
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Menezes Evangelista, Neima Alice
    Univ Fed Bahia, Inst Biol, Hist Philosophy & Biol Teaching Lab, Salvador, BA, Brazil..
    El-Hani, Charbel N.
    Univ Fed Bahia, Inst Biol, Hist Philosophy & Biol Teaching Lab, Salvador, BA, Brazil..
    Young Adults' Belief in Genetic Determinism, and Knowledge and Attitudes towards Modern Genetics and Genomics: The PUGGS Questionnaire2017Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 12, nr 1, artikel-id e0169808Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we present the development and validation a comprehensive questionnaire to assess college students' knowledge about modern genetics and genomics, their belief in genetic determinism, and their attitudes towards applications of modern genetics and genomic-based technologies. Written in everyday language with minimal jargon, the Public Understanding and Attitudes towards Genetics and Genomics (PUGGS) questionnaire is intended for use in research on science education and public understanding of science, as a means to investigate relationships between knowledge, determinism and attitudes about modern genetics, which are to date little understood. We developed a set of core ideas and initial items from reviewing the scientific literature on genetics and previous studies on public and student knowledge and attitudes about genetics. Seventeen international experts from different fields (e.g., genetics, education, philosophy of science) reviewed the initial items and their feedback was used to revise the questionnaire. We validated the questionnaire in two pilot tests with samples of university freshmen students. The final questionnaire contains 45 items, including both multiple choice and Likert scale response formats. Cronbach alpha showed good reliability for each section of the questionnaire. In conclusion, the PUGGS questionnaire is a reliable tool for investigating public understanding and attitudes towards modern genetics and genomic-based technologies.

  • 26.
    Chang-Rundgren, Shu-Nu
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Research in Science Education: A Comparison between Sweden and Taiwan2011Konferensbidrag (Refereegranskat)
  • 27.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Teaching sustainability using a spatial planning game – Risk Ville2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Climate change is one of the greatest contemporary challenges facing humanity and consequently weneed to equip science teacher students with knowledge and understanding of the causes andconsequences of a changing climate. Societies resilience depends on its citizens’ capability to respondto risks. It is through education that learners can be subject to the responsibility of reacting to challengingsocial issues in connection to risks, e.g. associated with a changing climate, which is linked to responsible citizenship. Hence, education is a key component in the important work of transfer of risk knowledge andrisk reduction.At the Center for Climate and Safety at Karlstad University, Sweden, we use a game, Risk Ville, forlearning about issues related to building societies resilient to risks related to climate change. We use thisgame in teacher education to illustrate the complexity and promote discussions on how to handle theconsequences of a changing climate. In an ongoing research project, we investigate the potential forlearning about risks and sustainable community planning in relation to climate related hazards (e.g.flooding) when teacher students are playing Risk Ville by analyzing the students discourse. Preliminaryfindings show that the teacher students are using a wide range of different resources of knowledge butalso that values paly a large role their decision making when playing the game.

  • 28.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    A cross-disciplinary approach to teaching socioscientific issues: A study of the co-operation between language and science teachers teaching about global warming2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    To combine the teaching of scientific concepts with the challenging problems of socioscientific issues (SSI) has been shown to be effective on engaging students in discussions and in developing students’ skills in decision-making and critical thinking. Research has revealed that teaching SSI in science education is a challenging task for science teachers alone suggesting a co-operation with teachers of the humanities, proposing that these teachers might be better at managing debates and other pedagogical methods related to a SSI driven instruction. However, to our knowledge no one has yet investigated the outcomes of a co-operation between language teachers, who regularly in their courses teach topics like argumentation, debate and how to write an argumentative text, and science teachers. Hence, the aim of our study is to investigate how the co-operation of teachers from different disciplines (language and science teachers) can contribute to upper secondary school students’ argumentation skills about global warming. A total of ten teachers from the subjects of Swedish (mother tongue), English, biology, physics and chemistry will participate in this study together with two classes of science major students in their first year of upper secondary school, which they teach. Data will be collected from both the teachers by interviews at the end of the teaching sequence and from students making a pre- and post-test of written argumentation about global warming, as well as interviews. Since this study is an ongoing project, we are still collecting data. We foresee that we will find that the teachers as well as the students can provide us with insights on how they perceive a cross-disciplinary teaching with focus on SSI, and also that we will be able to follow some progression in students argumentation through the pre- and post-test. Our findings on the learning outcome and how teachers and students perceive a cross-disciplinary teachers’ cooperation on SSI will be presented at the ERIDOB-conference. We believe that the results from our study will provide valuable insights on how to develop future SSI-teaching by using a cross-disciplinary approach and how the involvement of language teachers may be of help to the science teachers in doing this.

  • 29.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Chang Rundgren, Shu-Nu
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
    Science and language teachers' assessment of upper secondary students' socioscientific argumentation2017Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, nr 8, s. 1403-1422Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.

  • 30.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Stockholm University, Sweden.
    Science and Swedish language teachers’ assessment of upper secondary students’ socioscientific argumentation2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Swedish curricula, as well as researchers and policy makers worldwide, have recognized the importance of promoting and including sociscientific argumentation in science education to promote scientific literacy. However, to teach socioscientific argumentation in not an easy task for science teachers and among the difficulties is the assessment practice. In this small-scale qualitative study, we have, investigated and compared how science and Swedish language teachers, participating in a SSI-driven project, assess students’ written argumentation about Global warming. The Swedish language teachers have a long tradition of teaching and assessing argumentation and therefore it is of interest to identify possible gaps between these two groups. The results indicate that the science teachers focus on students’ ability to reproduce content knowledge within their respective subject that they have been teaching. The Swedish language teachers include students’ abilities to select and use content knowledge from trustable reference resources, in addition to the structure of the argumentation and the form of the language used. In fact, the Swedish language teachers’ assessment correlates more to previous research about quality in socioscientific argumentation and we suggest that a closer co-operation between these two groups can be beneficial to enhance the quality of assessing students’ socioscientific argumentation.

  • 31.
    De Loof, Haydee
    et al.
    University of Antwerp.
    Walan, Susanne
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Boeve de-Pauw, Jelle
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). University of Antwerp.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    High tech learning environments – Are teachers ready for the future?2019Konferensbidrag (Refereegranskat)
  • 32.
    El-Hani, Charbel
    et al.
    Federal University of Bahia, Brazil.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Carver, Rebecca
    Norwegian Institute of Public Health.
    Castéra, Jérémy
    Aix-Marseille Université.
    Genes in textbooks and media: Framing the discourse about genetics in society2014Konferensbidrag (Refereegranskat)
  • 33.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    A Critical Review of HPS Scholarship in Science Education2013Konferensbidrag (Refereegranskat)
  • 34.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    A historical perspective on gene function models2006Konferensbidrag (Refereegranskat)
  • 35.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Begreppsvariation - Ett sätt att förstå modeller2013Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Jeppsson, F. och Haglund, J., Lund: Studentlitteratur, 2013, 1, s. 91-118Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 36.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Deepening Students' Understanding of Modern Genetics: Four Approaches that Link Molecular Genetics with Mendelian Genetics2017Konferensbidrag (Refereegranskat)
  • 37.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    G is for Genes: The Impact of Genetics on Education and Achievement2016Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 25, nr 5-6, s. 697-703Artikel, recension (Övrigt vetenskapligt)
  • 38.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Naturvetenskap som allmänbildning inom molekylärvetenskaperna – Betydelsen av språk, diskurs och identitet2014Ingår i: Språk, diskurs och identitet: Ämnesdidaktisk forskning inommolekylärvetenskaperna / [ed] Niklas Gericke, Karlstad: Karlstad University Studies , 2014, 1, s. 7-20Kapitel i bok, del av antologi (Refereegranskat)
  • 39.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Science versus School-science: Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding2009Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools.   Using the History and Philosophy of Science as my point of reference, I identified and categorized five multiple historical models of gene function: the Mendelian model, the classical model, the biochemical-classical model, the neoclassical model and the modern model. I then developed a research instrument to be used to analyse how these models are transformed within the educational system via textbooks. Biology and chemistry textbooks from Sweden, as well as a number from English speaking countries, were studied. The models used to describe gene function in the textbooks were investigated, as were the conceptual changes between the actual models and the way they are presented in textbooks. Finally I studied how the transformed science in textbooks is understood by students.   I found that all the multiple historical models were used implicitly in the textbooks. The older historical models were presented more frequently, resulting in a simplified and deterministic description of genetics. Throughout the textbooks a specific model was usually described in a particular subject matter context. The models used in the textbooks were usually hybrid models consisting of features from several of the historical models, thus creating incommensurability. The textbooks do not provide any epistemological foundations to facilitate readers’ understanding of the implications of multiple models. Furthermore my results show that, when reading the textbooks, students’ have difficulties in detecting the use of multiple models, incommensurability, and the conceptual changes that occur in a content-specific context such as gene function. Overall, students’ understanding of the use of multiple models, conceptual change, and incommensurability reflects the way in which they are depicted in the textbooks. Students’ domain-specific difficulties in understanding genetics might therefore be due to the way science is transformed into school science.     These findings indicate the importance of epistemological aspects in the transformation of science into school science, i.e. science as a way of knowing, not only for students’ understanding of the nature of science, but also for their understanding of the conceptual knowledge. The degree to which school science should mimic the academic discipline, as well as an understanding of what is lost in the transformation of science into school science, are key issues discussed in the thesis.

  • 40.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Språk, diskurs och identitet  : Ämnesdidaktisk forskning inom molekylärvetenskaperna2014Samlingsverk (redaktörskap) (Refereegranskat)
  • 41.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Språk, diskurs och identitet: Ämnesdidaktisk forskning inom molekylärvetenskaperna2014Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Denna bok är en sammanfattning av den forskning som blev resultatet av Erna och Victor Hasselblads stiftelses satsning på en forskarskola inom molekylärveten­skapernas didaktik. Forskarskolan inrättades år 2007 som ett konsortium bestående av Chalmers tekniska högskola, Göteborgs universitet och Karlstads universitet och avslutades 2012. I denna antologi presenteras fyra studier inom forskarskolan skrivna av Birgitta Frändberg, Miranda Rocksén, Anne Solli och Karin Thörne, samt ett sammanfattande kapitel skrivet av forskarskolans koordinator, Niklas Gericke.

    Inom forskarskolans verksamhet med workshops, seminarier och skrivinternat uppkom vad som nästan skulle kunna beskrivas som ett gemensamt forskningsprogram med i stora stycken gemensam teoribildning och liknande metodval. Alla fyra studier grundar sig på en sociokulturell idétradition där deltagande i olika praktiker eller diskurser undersöks. Lärande ses som situerat och sker genom deltagande i olika aktiviteter. Den största gemensamma nämnaren för dessa fyra projekt är språkets betydelse för lärande. Språket ses inte endast som bärare av naturvetenskaplig mening, utan naturvetenskapligt ämnesinnehåll skapas i språkanvändningen.

    Birgitta Frändberg har studerat högstadieelevers skriftliga provsvar om materia och ämnesomvandlingar, Karin Thörne har undersökt högstadielärares muntliga kommunikation om genetik, Anne Solli har följt ingenjörsstudenters muntliga och skriftliga argumentering om bioteknik och Miranda Rocksén har undersökt olika former av kommunikation på bloggar och i grupparbeten i skolan om genetik och evolution.

    Antologin vänder sig till alla som har intresse för ämnesdidaktisk forskning, undervisning, utbildning och kommunikation inom molekylärvetenskaperna.

  • 42.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Students’ comprehension of multiple models in school textbooks2010Konferensbidrag (Refereegranskat)
  • 43.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    The application of models in teaching and learning of gene function2006Konferensbidrag (Refereegranskat)
  • 44.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    The Importance of Models in Biology Education2012Konferensbidrag (Övrigt vetenskapligt)
  • 45.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    The Missing Link in Genetics Education: A Historical Perspective2011Konferensbidrag (Refereegranskat)
  • 46.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Vetenskap blir skolkunskap2012Ingår i: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl och Lena Tibell, Lund: Studentlitteratur, 2012, 1, s. 247-266Kapitel i bok, del av antologi (Refereegranskat)
  • 47.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    The effect of ESD implementation in the Swedish school system on students’ sustainability consciousness2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    he UN Decade of Education for Sustainable Development (DESD) draws to an end. During this decade, numerous schools in Sweden have implemented Education for Sustainable Development(ESD) as an explicit guiding approach in teaching. In this study, we investigate what impact this teaching approach has had on pupils’ holistic viewpoint of sustainability in comparison with pupils ́ taught in regularschools. In order to accomplish theinvestigation we introduce the concept of sustainability consciousnessto represent the holistic viewpoint of sustainability.

  • 48.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve de-Pauw, Jelle
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp.
    Assessing The Effect Of Education For Sustainable Development In The Swedish School System2017Konferensbidrag (Refereegranskat)
  • 49.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve de-Pauw, Jelle
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp.
    The effect of education for sustainable development in Swedish schools2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Perhaps the most important issue in our time is how to sustain our planet’s resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. In the past it has been suggested that education through improved knowledge levels and/or changed values would change people’s behavior in a more environmental friendly way. These suggestions have been criticized since sustainable problems often are ‘wicked’, i.e. problems that are difficult or solve because of incomplete, contradictory, and changing requirements based on what perspectives you prioritize. Instead transformative perspectives on ESD has been propagated the last decades suggesting that education should foster ‘critical thinkers’ and ‘action competence’ so that the future generation can decided upon and take action in an insightful way to these wicked problems. However, empirical studies are a missing link in the discourse around transformative ESD approaches, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.  

  • 50.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Sustainability Consciousness as a way to evaluate ESD-implementation in Sweden2014Konferensbidrag (Refereegranskat)
1234 1 - 50 av 156
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