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  • 1.
    Andrée, Maria
    et al.
    Stockholm University.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Didaktik och didaktiska traditioner2021In: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 67-111Chapter in book (Other academic)
  • 2.
    Andrée, Maria
    et al.
    Stockholm University.
    Bladh, GabrielKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).Carlgren, IngridStockholms University.Tväråna, MalinStockholm University.
    Ämneslärares arbete: Didaktiska perspektiv2021Collection (editor) (Other academic)
    Abstract [sv]

    Ämneslärarens arbete didaktiska perspektiv är en grundbok som i första hand riktar sig till blivande ämneslärare, men kan med fördel även läsas av verksamma lärare. Boken behandlar den utbildningsvetenskapliga kärnans alla delar. 

  • 3.
    Arrhenius, M.
    et al.
    Stockholms universitet.
    Lundholm, C.
    Stockholms universitet.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Swedish 12–13-year-old students’ conceptions of the causes and processes forming eskers and erratics2020In: Journal of Geoscience education, ISSN 1089-9995, E-ISSN 2158-1428, Vol. 69, no 1, p. 43-54Article in journal (Refereed)
    Abstract [en]

    This study investigates students’ conceptions of the causes and processes that form eskers and erratics, types of glacial and glaciofluvial landforms which to date have been little researched in geoscience education. The data collected for the study included 134 responses to an assignment completed by 12- to 13-year-old students in the Swedish national geography test in 2013. The responses were sampled and analyzed using qualitative content analysis. The findings show that many of the students held alternative conceptions regarding the causes of these landforms, which included landslides, meteor impacts and human activity. Although some students were able to give a scientific explanation that considered the possible causes and relevant processes involved in the formation of erratics, many students did not give a full account of these processes. Furthermore, only a few students were able to describe the relevant processes involved in the formation of eskers and were more likely to discuss alternative or glacial processes rather than glaciofluvial processes. Given the lack of research on students’ understanding of glacial processes and landforms in geoscience and geography education, this study contributes with new knowledge of students’ conceptions of eskers and erratics and makes a theoretical contribution to research on students’ alternative conceptions and understanding of sequential and emergent processes in geoscience. The findings provide specific insights for teachers and are useful in the design of classroom practices that can change alternative conceptions and strengthen scientific conceptions.

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  • 4.
    Arrhenius, Mattias
    et al.
    Stockholm University, Sweden.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Lundholm, Cecilia
    Stockholm University, Sweden.
    Causes, processes and consequences of earthquakes. Investigating Swedish 12-13-year old students’ geographical understanding2024In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate students’ conceptions of causes, processes and consequences of earthquakes and to examine their geographical understanding of such hazards in terms of spatial and societal-nature relations. Data consists of 134 responses from 12 to 13-year-old students who had completed an assignment in the Swedish national test in geography (2013). The responses were analysed using content and thematic analyses. Data was complemented with interviews. Results show that many students hold alternative conceptions of processes causing earthquakes at different plate boundaries, and why poor societies are more severely affected by earthquakes than rich societies. Furthermore, results show that students have a limited understanding of the extent and location of earthquakes in the world. We conclude that instruction aiming to develop students’ understanding of earthquakes as a geographical phenomenon and hazard may integrate map-reasoning skills with examples that support contextual thinking. We also suggest that in order to develop students’ relational thinking on society and nature, instruction can utilise the concept of “capital”. Furthermore, teaching needs to take in to account and design instruction to meet students’ alternative conceptions that societal consequences of earthquakes are solely predetermined by natural factors such as climate or heat. 

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  • 5.
    Arrhenius, Mattias
    et al.
    Stockholm University.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Lundholm, Cecilia
    Stockholm University.
    Swedish 12-13 Year-Old Students' Geographical Understanding of the Gulf Stream2021In: Journal of geography (Houston), ISSN 0022-1341, E-ISSN 1752-6868, Vol. 121, no 1, p. 5-17Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate students' understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students' geographical contextual understanding, including map-reasoning skills.

  • 6.
    Beneker, T.
    et al.
    Utrecht University, The Netherlands.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Lambert, D.
    University College London, UK.
    Exploring 'Future three' curriculum scenarios in practice: Learning from the GeoCapabilities project2023In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704Article in journal (Refereed)
    Abstract [en]

    This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's 'three educational scenarios' (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential 'knowledge work', provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.

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  • 7.
    Bergman, Eva
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Nyberg, Lars
    Karlstad University, Faculty of Social and Life Sciences, Centre for Climate and Safety.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Brandin, Elisabeth
    Laskerudsprojektet -helhetssyn på restaureringsarbete i skogslandskapet2005Report (Refereed)
  • 8.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Anders Liten - kolonisatör vid nordvärmländska gränsen2001In: Wedin, M (red) Det skogsfinska kulturarvet, Falun: Finnsam i samarbete med Finnbygdens förlag , 2001Chapter in book (Other academic)
  • 9.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Besöka naturen hemma eller borta?: Delresultat från en nationell enkät om friluftsliv och naturturism i Sverige. Rapport nr 32008Report (Refereed)
  • 10.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism.
    Changes and challenges for geography education: examples from Sweden2012In: Book of Abstracts / [ed] Juliane Bendig, Carsten Butsch, Martin Gnyp, Holger Kretschmer, Nora Tilly, Köln: University of Köln , 2012, p. 185-Conference paper (Refereed)
  • 11.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Colonization and the second stage - changing land use in Finnskogen 1650-17501998Conference paper (Refereed)
  • 12.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism.
    Det svenska friluftslivets geografi2012Report (Refereed)
  • 13.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Different patterns of outdoor recreation and nature based tourism - motives, activities and outcomes2009Conference paper (Refereed)
  • 14.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Domboksmaterial från 1600-tal om finskt svedjebruk i Värmland1995Conference paper (Refereed)
  • 15.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Finnskogens landskap och människor under fyra sekler: En studie av samhälle och natur i förändring1995Doctoral thesis, monograph (Other academic)
  • 16.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Flatåsen, Finnskogen1994In: I Sveriges Nationalatlas: Kulturlandskapet och bebyggelsen, Stockholm: Bra Böcker , 1994Chapter in book (Other academic)
  • 17.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Forests as cultural landscapes: some aspects of landscape management2004Conference paper (Other (popular science, discussion, etc.))
  • 18.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Forskning om skogsfinnar och finnskogar i Skandinavien2002Report (Refereed)
  • 19.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Från skogsfinne till nordvärmlänning. Landskap och vardagsliv i förändring1993In: Kulturmiljövård 93:6, p. 11-16Article in journal (Other academic)
  • 20.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Från utskog till finnskog1995Report (Refereed)
  • 21.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    GeoCapabilities, Didaktical analysis and curriculum thinking - furthering the dialogue between Didaktik and curriculum2020In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 29, no 3, p. 206-220Article in journal (Refereed)
    Abstract [en]

    One of the ideas of the GeoCapabilities project(s) is to open up an international debate on the purposes and values of geography education. In line with this, the aim of this article is to examine some central perspectives used in GeoCapabilities, such as curriculum thinking, the teacher as 'curriculum maker' and the perspective of powerful knowledge, and explore them in relation to the continental and Nordic traditions of Didaktik and subject matter didactics. This is especially done through a reading of the German educationalist Klafki and his theory of categorial Bildung and an application of his framework of Didaktical analysis. This highlights how the perspectives of powerful knowledge and capabilities in GeoCapabilities mirror the perspectives on material and formal Bildung by Klafki. Drawing on his idea of educational potential and exemplary relevance, an example of knowledge-led curriculum thinking in geography is presented using a case based on the time-geographical perspective for a brief Didaktical analysis. Such exemplary cases can function as subject didactical models for curriculum thinking. The article concludes with some remarks on the knowledge turn and indicates some future challenges for geography education.

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  • 22.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University.
    Geografi som vetenskap och skolämne2020In: Geografididaktik för lärare 4-9 / [ed] Lotta Dessen Jankell & David Örbring, Malmö: Gleerups Utbildning AB, 2020, p. 17-32Chapter in book (Other academic)
  • 23.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Geografilärare och geografiundervisning i den svenska grundskolan: Några delresultat av en enkätstudie2014In: Geografiska Notiser, ISSN 0016-724X, Vol. 72, no 4, p. 158-168Article in journal (Other academic)
  • 24.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Geographical knowledge practices and the curriculum.2017Conference paper (Refereed)
  • 25.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Geography education and geographical knowledge practices2016Conference paper (Refereed)
  • 26.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Geography Education in Sweden - Swedish Geography Teachers Subject Knowledge2014Conference paper (Refereed)
  • 27.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Gruvved och kolskog. Skogens utnyttjande i Bergslagen perioden 1500-19001997Report (Refereed)
  • 28.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Helhetlig landskapsanalys som ett forskningsproblem1998Report (Refereed)
  • 29.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Häkkinen, Henrik Tomaksenpoika (K 1669): metsäsuomalainen uudisraivaaja2010Other (Other (popular science, discussion, etc.))
  • 30.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Is (powerful) geographical knowledge a vertical or horizontal discourse? – A case for a contextual synthesis2017Conference paper (Refereed)
  • 31.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Kulturella förändringsprocesser i Värmlands-Solörs Finnskog2002Report (Refereed)
  • 32.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Landscape and Life Modes1992Conference paper (Other (popular science, discussion, etc.))
  • 33.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism.
    Landskapets förändringar – exemplet östra Multtjärn.2011In: Jordbruk och skogsbruk i Sverige sedan år 1900 / [ed] Ulf Jansson, Stockholm: SNA , 2011Chapter in book (Refereed)
  • 34.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University.
    Läroplansteori och didaktik2021In: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 195-228Chapter in book (Other academic)
  • 35.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Migration, frontiers and boundaries during the early modern period - land use, rights to land and the Forest-Finns2008Conference paper (Refereed)
  • 36.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Några nedslag i det värmländska kulturlandskapet1990Report (Refereed)
  • 37.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Oinoinen, Johannes Johaninpoika: viimeisiä metsäsuomalaisia2010In: Artikel i Suomen kansallis biografia II, (Biografiskt lexikon för Finland), Helsinki: Suomalaisen Kirjallisuuden Seura , 2010Chapter in book (Refereed)
  • 38.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Om hållbara landskap2008Report (Refereed)
  • 39.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Powerful geographical knowledge in practice - exemplary cases for developing geographical thinking.2016Conference paper (Refereed)
  • 40.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Processes and practice in forestry landscapes: - ecological landscape planning ideologies in forestry2005In: / [ed] Peil,T. & Jones, M., Oslo: Novus forlag , 2005Conference paper (Refereed)
  • 41.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Recontextualizing migration as a geographical teaching and learning theme for upper primary school in Sweden2019Conference paper (Refereed)
  • 42.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Reflektioner från geografdagarna.2018In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 97-97Article in journal (Other academic)
  • 43.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Rural development Panel Discussion: Comments by Individual Panel members1991Conference paper (Other (popular science, discussion, etc.))
  • 44.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Savolaxare i rörelse på bägge sidor Östersjön2000In: Ymer 2000, 2000Chapter in book (Other academic)
  • 45.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Selma Lagerlöfs Värmland - A Swedish landskap in thought and practice2008In: Jones, M. and Olwig, K. (eds) Nordic Landscapes. Region and Belonging on the Northern Edge of Europe. pp 220-250, Minneapolis: University of Minnesota Press , 2008, p. 220-250Chapter in book (Refereed)
  • 46.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Skogen som kulturlandskap- exemplet Finnskogen2004Chapter in book (Other academic)
  • 47.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Skogsfinnarna och Finnskogen - en historisk bakgrundsteckning1998In: Sukutieto (Tidskrift för Geneaologiska samfundet i Finland) nr 2 1998Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Skogslandskapets värden bortom produktionslandskapet2004Chapter in book (Other academic)
  • 49.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism.
    Some challenges for geography education: examples from the Swedish teacher education arena2011Conference paper (Refereed)
  • 50.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Department of Geography and Tourism. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Svedjebrukskulturens landskapsutnyttjande1991In: META, Medeltidsarkeologisk tidskrift 91:2Article in journal (Other academic)
123 1 - 50 of 122
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