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  • 1.
    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 development2014Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, nr 4, s. 526-551Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 2.
    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 development2012Inngår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 30, nr 2, s. 185-207Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Höglund, Hans-Olof
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Upper secondary students’ use of scientific knowledge in arguing socioscientific issues2010Konferansepaper (Fagfellevurdert)
  • 4.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Chang Rundgren, Shu-Nu
    Swedish National Graduate School in Science, Technology and Mathematics Education Research, Linköping Univeristy .
    Höglund, Hans-Olof
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Using the SEE-SEP model to analyse upper secondary students' use of supporting reasons in arguing socioscientific issues2012Inngår i: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 21, nr 3, s. 342-352Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 5.
    Höglund, Hans-Olof
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Helldén, Gustav
    Thomasson, M.
    Wahlberg, Sara
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study2007Konferansepaper (Fagfellevurdert)
  • 6.
    Höglund, Hans-Olof
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Helldén, Gustav
    Thomasson, M.
    Wahlberg, Sara
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study2008Konferansepaper (Fagfellevurdert)
  • 7.
    Höglund, Hans-Olof
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Helldén, Gustav
    Thomasson, Maria
    Wahlberg, Sara
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation- a case study2008Konferansepaper (Fagfellevurdert)
  • 8.
    Höglund, Hans-Olof
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Thomasson, Maria
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Wahlberg, Sara
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Helldén, Gustaf
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation - a case study2008Inngår i: Planning science instruction: From insight to learning to pedagogical practices: Proceedning of the 9th Nordic research symposium on Science education, 11th-15th June 2008, Reykjavik, Iceland / [ed] Macdonald, Allyson, Reykjavik: Science education research group, School of education, University of Iceland , 2008, s. 140-142Konferansepaper (Fagfellevurdert)
  • 9.
    Karlsson, Per Erik
    et al.
    IVL Swedish environmental research institute.
    Hansson, Max
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Höglund, Hans-Olof
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Pleijel, Håkan
    Gothenburg university.
    Ozone concentration gradients and wind conditions in Norway spruce (Picea abies) forests in Sweden2006Inngår i: Atmospheric Environment, ISSN 1352-2310, E-ISSN 1873-2844, Vol. 40, nr 9, s. 1610-1618Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 10.
    Weyers, Jonathan
    et al.
    Department of Biological Sciences, University of Dundee, Dundee.
    Höglund, Hans-Olof
    Karlstads universitet, Institutionen för natur och miljö.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Teaching botany on the sunny side of the tree.: Promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves1997Inngår i: Teaching botany on the sunny side of the tree.: Promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves, 1997Konferansepaper (Fagfellevurdert)
  • 11.
    Weyers, Jonathan
    et al.
    Department of Biological Sciences, University of Dundee, Dundee.
    Höglund, Hans-Olof
    Karlstads universitet, Institutionen för natur och miljö.
    Mc Ewen, Birgitta
    Karlstads universitet, Institutionen för natur och miljö.
    Teaching botany on the sunny side of the tree: promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves1998Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 32, nr 3, s. 181-190Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

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