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  • 1.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    An explorative study of student understandings of the relationships between the environment and the economy2016Conference paper (Refereed)
  • 2.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Exploring studentunderstandings of economic perspectives in sustainable development2016Conference paper (Refereed)
  • 3.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development2018In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 8, p. 1-17, article id 2738Article in journal (Refereed)
    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.

  • 4.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Separated and integrated perspectives on environmental, economic, and social dimensions: an investigation of student views on sustainable development2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 8, p. 1115-1138Article in journal (Refereed)
    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. 

  • 5.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Separated andintegrated approaches to investigate student views on dimensions of sustainable development2015Conference paper (Refereed)
  • 6.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Student Decision-making on Sustainability Dilemmas and its Relationship to Sustainability Consciousness2015Conference paper (Refereed)
  • 7.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Student views on the dimensions of sustainable development: A matter of context, congruence and conflictManuscript (preprint) (Other academic)
  • 8.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Investigating Swedish upper secondary students’ integrated understanding of sustainable development2013Conference paper (Refereed)
  • 9.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    The implementation of education for sustainable development in Sweden: Investigating the sustainability consciousness among upper secondary students2014In: Research in Science & Technological Education, ISSN 0263-5143, Vol. 32, no 3, p. 318-339Article in journal (Refereed)
    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.

  • 10.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. Univ Antwerp, Fac Social Sci, Res Unit Edubron, Dept Training & Educ Sci, Prinsstr 13, B-2000 Antwerp, Belgium..
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The Effectiveness of Education for Sustainable Development2015In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 7, no 11, p. 15693-15717Article in journal (Refereed)
    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.

  • 11.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    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 practice2016Conference paper (Refereed)
  • 12.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effectiveness ofeducation for sustainable development2016Conference paper (Refereed)
  • 13.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Hållbar utveckling i gymnasieskolans undervisning: Ämnestradition versus läroplan2011In: Forskning om undervisning och lärande, ISSN 2000-9674, no 7, p. 22-30Article in journal (Other academic)
  • 14.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Teachers’ understanding of sustainable development: Discipline bound differences2011Conference paper (Refereed)
  • 15.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    The gap between the curriculum and teachers knowledge of sustainable development2010Conference paper (Refereed)
  • 16.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Höglund, Hans-Olof
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Bergman, Eva
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 4, p. 526-551Article in journal (Refereed)
    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.

  • 17.
    Borg, Carola
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Höglund, Hans-Olof
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Bergman, Eva
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    The barriers encountered by teachers implementing education for sustainable development2012In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 30, no 2, p. 185-207Article in journal (Refereed)
    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.

  • 18.
    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
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    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 Questionnaire2017In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 12, no 1, article id e0169808Article in journal (Refereed)
    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.

  • 19.
    Chang-Rundgren, Shu-Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Research in Science Education: A Comparison between Sweden and Taiwan2011Conference paper (Refereed)
  • 20.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    A cross-disciplinary approach to teaching socioscientific issues: A study of the co-operation between language and science teachers teaching about global warming2014Conference paper (Refereed)
    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.

  • 21.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Chang Rundgren, Shu-Nu
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
    Science and language teachers' assessment of upper secondary students' socioscientific argumentation2017In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 8, p. 1403-1422Article in journal (Refereed)
    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.

  • 22.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang Rundgren, Shu-Nu
    Stockholm University, Sweden.
    Science and Swedish language teachers’ assessment of upper secondary students’ socioscientific argumentation2015Conference paper (Refereed)
    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.

  • 23.
    El-Hani, Charbel
    et al.
    Federal University of Bahia, Brazil.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences.
    Carver, Rebecca
    Norwegian Institute of Public Health.
    Castéra, Jérémy
    Aix-Marseille Université.
    Genes in textbooks and media: Framing the discourse about genetics in society2014Conference paper (Refereed)
  • 24.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    A Critical Review of HPS Scholarship in Science Education2013Conference paper (Refereed)
  • 25.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    A historical perspective on gene function models2006Conference paper (Refereed)
  • 26.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Begreppsvariation - Ett sätt att förstå modeller2013In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Jeppsson, F. och Haglund, J., Lund: Studentlitteratur, 2013, 1, p. 91-118Chapter in book (Other academic)
  • 27.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    G is for Genes: The Impact of Genetics on Education and Achievement2016In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 25, no 5-6, p. 697-703Article, book review (Other academic)
  • 28.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Genetics2018In: Teaching Biology in Schools: Global Research,Issues and Trends / [ed] Kostas Kampourakis och Michael Reiss, New York: Routledge , 2018, 1, p. 111-123Chapter in book (Refereed)
  • 29.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Naturvetenskap som allmänbildning inom molekylärvetenskaperna – Betydelsen av språk, diskurs och identitet2014In: Språk, diskurs och identitet: Ämnesdidaktisk forskning inommolekylärvetenskaperna / [ed] Niklas Gericke, Karlstad: Karlstad University Studies , 2014, 1, p. 7-20Chapter in book (Refereed)
  • 30.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Science versus School-science: Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding2009Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 31.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Språk, diskurs och identitet  : Ämnesdidaktisk forskning inom molekylärvetenskaperna2014Collection (editor) (Refereed)
  • 32.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Språk, diskurs och identitet: Ämnesdidaktisk forskning inom molekylärvetenskaperna2014Collection (editor) (Refereed)
    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.

  • 33.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Students’ comprehension of multiple models in school textbooks2010Conference paper (Refereed)
  • 34.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    The application of models in teaching and learning of gene function2006Conference paper (Refereed)
  • 35.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    The Importance of Models in Biology Education2012Conference paper (Other academic)
  • 36.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The Missing Link in Genetics Education: A Historical Perspective2011Conference paper (Refereed)
  • 37.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Sustainability Consciousness Questionnaire:: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development2018In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, p. 1-15Article in journal (Refereed)
    Abstract [en]

    In this article, we introduce the concept of Sustainability Consciousness that refers to an individual’s experience and awareness of sustainable development. Building on the UNESCO definition of sustainable development, we theoretically and empirically develop a questionnaire instrument (SCQ) based on the construct. Using data of 638 18-19 year-old respondents from Sweden, we develop the scale in two versions. The long version (SCQ-L) can be used to measure individuals’ environmental, social and economic knowingness, attitudes and behaviors (nine valid and reliable subscales), as well as the second order constructs of sustainability knowingness, sustainability attitudes and sustainability behaviors, and the third order construct, sustainability consciousness. For the short version (SCQ-S) we identified 27 items that can be used to measure the second and third order constructs. Both versions of the scale present excellent psychometric qualities. We discuss possible applications of the questionnaire instruments in the context of evaluation of sustainability policies, practices and stakeholder engagement.

  • 38.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Vetenskap blir skolkunskap2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl och Lena Tibell, Lund: Studentlitteratur, 2012, 1, p. 247-266Chapter in book (Refereed)
  • 39.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effect of ESD implementation in the Swedish school system on students’ sustainability consciousness2014Conference paper (Other academic)
    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.

  • 40.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Rundgren, Shu-Nu Chang
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Sustainability Consciousness as a way to evaluate ESD-implementation in Sweden2014Conference paper (Refereed)
  • 41.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Carver, Rebecca
    Norwegian Inst Publ Hlth, Dept Commun, Oslo, Norway.
    Castera, Jeremy
    Aix Marseille Univ, ENS Lyon, Marseille, France.
    Menezes Evangelista, Neima Alice
    Univ Fed Bahia, Hist Philosophy & Biol Teaching Lab, Inst Biol, Salvador, BA, Brazil.
    Marre, Claire Coiffard
    Aix Marseille Univ, ENS Lyon, Marseille, France.
    El-Hani, Charbel N.
    Univ Fed Bahia, Hist Philosophy & Biol Teaching Lab, Inst Biol, Salvador, BA, Brazil.
    Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 10, p. 1223-1259Article in journal (Refereed)
    Abstract [en]

    Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the "Public Understanding and Attitudes towards Genetics and Genomics" (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.

  • 42.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Clemént, Pierre
    University of Lyon, France.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Nyberg, Eva
    University of Gothenburg.
    Castéra, Jérémy
    University of Tartu, Estonia.
    Pettersson, Maria
    Dalarna University.
    Teachers' understanding of genetic determinism: A comparative study between Sweden and France2013Conference paper (Refereed)
  • 43.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Dostal, O.
    Radick, G.
    Roque, R.
    Jiang, L.
    Biology Textbooks Between Science and the State: The Case of Mendelism in Sweden2016Conference paper (Refereed)
  • 44.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Are Biology and Chemistry Models used from a 'Nature of Science' Perspective?: An analysis of Swedish Textbooks2006Conference paper (Refereed)
  • 45.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Teachers' use of textbooks – A comparative study of discipline bound differences2013Conference paper (Refereed)
  • 46.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Grace, MarcusSouthampton University, UK.
    Challenges in Biology Education Research: A selection of papers presented at the XIth conference ofEuropean Researchers in Didactics of Biology (ERIDOB)2018Conference proceedings (editor) (Refereed)
  • 47.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Hagberg, M.
    Definition of Historical Models of Gene Function and Their Relation to Students' Understanding of Genetics2007Conference paper (Refereed)
  • 48.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Hagberg, M.
    Textbook authors' intentions and ideas when writing upper secondary biology textbooks in relation to nature of science (NOS)2008Conference paper (Refereed)
  • 49.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Hagberg, M.
    The phenomenon of gene function: an analysis of textbooks for upper secondary school in Sweden using historical models of gene function as a grid2007Conference paper (Refereed)
  • 50.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Hagberg, M.
    The Phenomenon of gene function as described in textbooks for upper secondary school in Sweden; A comparative analysis with historical models of gene function2007Conference paper (Refereed)
123 1 - 50 of 116
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