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  • 1.
    Aarnio-Linnanvuori, Essi
    University of Helsinki.
    Environmental issues in Finnish school textbooks on religious education and ethics2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2013:1, s. 131-157Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.

  • 2.
    Adermark, Christopher
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    Matematik i Kunskapsskolan2008Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
  • 3.
    Ahlskog-Björkman, Eva
    et al.
    Åbo Akademi, Vasa Finland.
    Björkgren, Mårten
    Åbo Akademi, Vasa Finland.
    Barn och fred. En pilotstudie om förskolebarns förståelse av fred2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 65-87Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Enligt FN:s mål om hållbar utveckling (Agenda 2030) betonas bland annat främjandet av en kultur av fred och icke-våld. Utvecklingen i finländska styrdokument för förskolan visar däremot att temat fred har nedtonats. Denna studie vill genom ämnesdidaktisk samverkan mellan bildkonst och religion synliggöra 6-åringars förståelse av fred, deras sätt att samtala om och i teckningar gestalta ett liv i fred med varandra. Den kvalitativa temaanalysen visade att barn i denna pilotstudie förstår fred som tillstånd, fred som relationer, fred som förhandlingar och fred som möte och handling. Samtal kring barnens teckningar och de visuella konkretiseringarna stöder tolkningen. Pilotstudien har genom pedagogiska och ämnesdidaktiska perspektiv på lärande för fred uppmärksammat vikten av att barns lärandeprocesser om fred, icke-våld och globalt medborgaskap behöver beakta kravet på tid, rum, språk och struktur för interaktion, tolkning, fördjupning och handling.

  • 4.
    Ahlström, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Demokratiteoretisk analys av läromedel i Samhällskunskap: En kvalitativ studie om det demokratiteoretiska innehållet i läromedel för Samhällskunskap 1a1 och 1b under GY-20112013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This qualitative study is done with the purpose of creating understanding for the theoretical democratic content in educational materials for Civic Education courses 1a1 and 1b during GY-11, so teachers create an intentional approach when using educational materials in their democratic education. This was motivated as important considering the reduction in obligatory Civic Education for the vocational programs. The study was conducted using a hermeneutic qualitative reading method where the educational materials, more specifically two series with one book for each course, was read with purpose of creating understanding for the democratic content according to ideal democratic models: deliberative democracy, participatory democracy and electoral democracy. A text voice analysis was also conducted using Bakhtins theory of dialogic and monologue text that contributed to the general result concerning the democratic content. The results show that the electoral democracy ideal is dominant in all educational materials, there is hence no striking difference between the democratic content in 1a1 and 1b educational materials. Though the study shows intention in the 1a1 educational materials towards a more participatory democracy ideal, the electoral ideal are still clearly dominant.

  • 5.
    Ahmadzai, Abdullah
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    SOME FACTORS INFLUENCING STUDENTS’ EDUCATION IN AFGHANISTAN: A study of students’ drop   out and retention rates of boys and girls of primary schools in Maidan Wardak   Province - Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    School access and staying in school is one the most important issue for the Ministry of Education in Afghanistan particularly for girls. According to the Ministry of Education (MoE), nearly seven million children have access to school in Afghanistan, 37 per cent of whom are girls.

    Students drop out of schools before completing their education cycle, to know who drops out and to what extent; this study describes some of factors that influence students to drop out of school in grade 4 and grade 6.

    To find out some factors that may influence girls and boys to drop out of schools in grade 4 and 6 six, structured interviews were conducted in 10 schools – 5 in rural area and 5 in urban area of Maidan Wardak province of Afghanistan. Data was collected by random sample from 32 girls and 48 boys who left schools. 20 teachers and 20 parents were also interviewed to know what their opinions are on drop out of students.

    After data collection, several factors were found to cause students drop out of schools; some of the most prominent causes were Poverty, lack of security, long distance to school and socio- culture factors.

    By looking to the current educational situation of the Ministry of Education in Afghanistan, there is a need of research almost in all areas particularly in the area of girls’ education.

  • 6.
    Ahonen, Sirkka
    Helsingfors Universitet.
    Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:3, s. 19-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical Considerations

    In a post-conflict society, history education may prolong the conflict on a symbolical level by fostering biased narratives of guilt and victimhood. To avoid this it is necessary to open and maintain a reconciling dialogue in history classrooms. The theory of deliberative communication, launched by Jürgen Habermas, has been applied to pedagogy by Tomas Englund. Deliberative pedagogical discourse implies an equal distribution of power in classroom interaction. Predetermined standpoints are avoided and majority decisions not pursued. Participants are expected to listen to each other instead of rushing to express their individual opinion. Deliberative discussion is founded on the ethos of social inclusion. Three concrete cases illustrate the chances of dialogical history education in post-conflict societies: Finland after the civil war of 1918, South Africa after the end of apartheid, and Bosnia-Hercegovina after the war of 1992–1995. South Africa provides the only example of a prompt post-conflict introduction of dialogical history education. The Afrikaner narrative of heroism and victimhood was after 1994 reserved a place in the new post-colonial history curriculum at the side of the narratives of apartheid and the Black resistance. The viability of dialogical history education has been monitored by attitude surveys. South African surveys reveal that dialogue does not inevitably rule out an identification with the traditional identity narratives. In Bosnia-Herzegovina only little has been achieved in introducing a dialogue in history education but there are signs of students, parents and teachers aspiring to inclusive lessons. The reconciliatory potential imbedded in the multiperspectival nature of the historical knowledge is available in history education.

  • 7.
    Ahonen, Sirkka
    University of Helsinki, Finland.
    Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 90-103Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.

  • 8.
    Alastair, Henry
    et al.
    Högskolan Väst.
    Sundqvist, Pia
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    Korp, Helena
    Högskolan Väst.
    Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap2014Inngår i: LMS : Lingua, ISSN 0023-6330, nr 4, s. 22-26Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 9.
    Aldrin, Viktor
    et al.
    Högskolan i Borås.
    Aldrin, Emilia
    Högskolan i Halmstad.
    Hur förmedlas kristendomen i läromedelstexter för gymnasieskolan? En ideologikritisk analys2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:2, s. 23-44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study aims at investigating how the image of the religion of Christianity is constructed in Swedish textbooks for the Upper Secondary School (gymnasieskolan), with a specific focus on the perspective from which the text considers the religion and how this perspective creates possibilities for and limitations of pupils’ identification. Introductions of Christianity through text and images were selected from six current textbooks; five printed and one digital. The method used for analysis was ideological text criticism with a combination of Linguistic and Theological perspectives. Three aspects were highlighted in the analysis: interest making strategies, demands of previous knowledge, and subject perspectives. The study showed that the examined texts did not express Christianity as the cultural norm as considered in previous research. Instead there seemed to be an ambivalence in the perspective from which the textbooks considered the religion. Demands of previous knowledge as well as subject positions varied highly both within and between textbooks.

  • 10. Almgren, Magnus
    Ämnesövergripande projekt: Vad tycker eleverna på ett industriprogram om den här arbetsformen?2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 11.
    Alvén, Fredrik
    Malmö universitet.
    Var framtiden bättre förr? Temporal orientering i skolpolitiska dokument2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. 1-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit.

  • 12.
    Amanda, Green
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Historielärares förståelse för begreppet historiebruk: En intervjustudie om det nya området i läroplanen för historia i gymnasieskolan2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna uppsats är att undersöka historielärares förståelse för begreppet historiebruk och hur de undervisar om historiebruk i kursen Historia 1b i gymnasieskolan. Historiebruk infördes i kurs- och ämnesplanen i gymnasiereformen 2011 och blev då en av tre övergripande mål som historieämnet bygger på, tillsammans med kunskap om historiskt innehåll och förmågan att tänka historiskt genom historisk metod. Denna uppsats undersöker det nya övergripande målet, historiebruk, ur ett lärarperspektiv.

     

    För att undersöka detta genomfördes en kvalitativ intervjustudie där fyra historielärare intervjuades. Resultatet analyserades framförallt genom en typologi av Klas-Göran Karlsson. Analysen synliggjorde att lärare har olika förståelse om vad historiebruk är och det kan behövas kompetensutveckling så historielärare förstår hur de kan uppfylla kursplanens mål. Resultaten visade även att undervisning om historiebruk, eller undervisning som inkluderar ett historiebruksperspektiv, sker på många olika sätt. Synliggörandet av undervisningsexempel kan ses som inspiration till lärare för de många ingångar som undervisning om historiebruk kan ha.

  • 13.
    Ammert, Niklas
    et al.
    Linnéuniversitetet.
    Kakoulidou, Kristina
    Linnéuniversitetet.
    Rapport från XIII:e konferensen med Nationella nätverket för historiedidaktisk forskning, 8-10 maj 2019, Linnéuniversitetet2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. 209-211Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 14.
    Andersson, Elena
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    En underhållande resa genom litteraturhistorien: En kvalitativ studie av tre gymnasieläromedel i litteratur2017Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna uppsats behandlar hur tre läroböcker i litteraturhistoria arbetar med det centrala innehållet i kursplanerna för Svenska 1 och Svenska 2 samt hur de förhåller sig till de principer som läromedelsforskaren Tom Wikman anser utgöra ett bra läromedel. Med utgångspunkt i dessa principer har två huvudområden behandlats. Studien undersöker dels hur läromedlet arbetar med att aktivera elever, dels hur läromedlet förhåller sig till det faktum att elever har olika förkunskaper. Jag har avgränsat mig till läromedel som är utgivna efter 2011 eftersom de är baserade på den aktuella läroplanen GY11. I studien har läromedlen Hej litteraturen! (2013), Svenska impulser 2 (2012) samt Svenska timmar litteraturen (2012) analyserats. I min analys har många likheter och skillnader synliggjorts mellan läromedlen. Alla läromedel sätter läsaren i fokus genom det personliga, och ofta direkta, tilltalet till läsaren. Den underhållande aspekten av läromedlet visar sig i alla läromedel. Varje lärobok har sina fördelar. Svenska impulser 2 har många bilder och illustrationer, Svenska timmar litteraturen har en tydlig författarröst och i Hej litteraturen! finns många texter av berättande karaktär. I Svenska timmar litteraturen och Svenska impulser 2 finns fördjupningsavsnitt och uppgifter av olika svårighetsgrad, vilket gör den tillgänglig för elever med olika förkunskaper. Denna nivåskillnad finns däremot inte i Hej litteraturen! Elevernas förkunskaper tas ändå i beaktande genom att alla läromedel relaterar historiska fenomen till mer vardagliga fenomen som elever troligtvis har kännedom om. Alla ger en kronologisk presentation av litteraturhistorien och behandlar i huvudsak det centrala innehållet för svenskkurserna. Det saknas dock avsnitt om nutida författarskap och verk i Svenska timmar litteratur och i Hej litteraturen! Dansk och norsk litteratur på originalspråk, som ingår i kursen svenska 2, lyser med sin frånvaro i alla läroböcker. I huvudsak är det den västerländska kulturen som är i fokus, men det finns några verk och författarskap från Asien och Afrika som presenteras även de är få.

  • 15.
    Andersson, Jan
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Different Styles of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physicsManuskript (preprint) (Annet vitenskapelig)
  • 16.
    Andersson, Jan
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!2015Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [sv]

    Baksidestext

    I gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.

  • 17.
    Andersson, Jan
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Open Inquiry-Based Learning in Physics: Students' Communicative Moves Under ScrutinyManuskript (preprint) (Annet vitenskapelig)
  • 18.
    Andersson, Jan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Enghag, Margareta
    Stockholms universitet.
    Different Types of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physicsManuskript (preprint) (Annet vitenskapelig)
  • 19.
    Andersson, Jan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Enghag, Margareta
    Stockholms universitet.
    Student talk during the process of laboratory work of linear motion in school physicsManuskript (preprint) (Annet vitenskapelig)
  • 20.
    Andersson, Jan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Enghag, Margareta
    Stockholms universitet.
    The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden2012Inngår i: Proceedings of The World Conference on Physics Education 2012: WCPE 2012 / [ed] Mehmet Fatih Taşar, 2012, s. 729-740Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects. 

  • 21.
    Andersson, Jan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Enghag, Margareta
    Stockholms universitet.
    The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 2, s. 158-180Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this case study, we explore students’ communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students’ communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed. 

  • 22.
    Andersson, Jan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). SMEER.
    Haglund, Jesper
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). SMEER.
    Lärarstudenter konkretiserar energi genom energiteater2019Inngår i: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping: Linköping University Electronic Press, 2019, s. 23-38Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Vid Karlstads universitet har vi sedan hösten 2017 infört energiteater som en aktivitet i fysikkurser på samtliga grund- och ämneslärarutbildningar. Energiteater kan betraktas som en kompletterande undervisnings- och inlärningsform, där studenter förväntas att i mindre grupper tillsammans diskutera och sedan gestalta förekommande energiformer och energiomvandlingar i olika vardagsscenarier. I den här studien har videoinspelningar av en grupps gestaltningar kring två skilda scenarier analyserats i syfte att klargöra på vilket sätt energiteater stimulerar studenternas kommunikation och interaktion. Scenarierna involverarde energiomvandlingar som sker då en studsboll studsar mot marken, respektive de energiomvandlingar som sker i ett snurrande änglaspel. Resultatet visar att energiteater i stor utsträckning stimulerar utforskande samtal mellan studenterna, vilket kan betraktas somen meningsskapande dialog. Aktivitetens karaktär bidrar till att alla deltagare blir aktiva och förtrogna med förekommande energiformer och energiomvandlingar. Planerandet och genomförandet av gestaltningen skapar spontana kvalitativa diskussioner kring flödet av energi mellan olika system, som på ett naturligt sätt motiverar studenterna att vidareutveckla själva gestaltningen. Vi menar att energiteater kan stärka lärarstudenternas egen förståelse av energi, men att den även kan erbjuda en möjlig alternativ undervisningsansats för lärarstudenterna i sin blivande roll som lärare i skolan.

  • 23.
    Andersson, Kristin
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Haren lever liksom mer än moroten: Sex gymnasieungdomars miljöetik analyseras med avseende på miljöetiska centrismer och omsorg som moraliskt motiv2006Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Eftersom det inte finns något universellt rätt eller fel sätt att hantera jordens resurser så håller etiska frågor på att bli en allt viktigare del av diskussionen kring våra gemensamma tillgångar. Det övergripande syftet med uppsatsen är att undersöka och beskriva gymnasieungdomars etiska tankar kring människans förhållande till naturen. För analysen används två perspektiv som står i konflikt med varandra, nämligen de miljöetiska centrismerna och ekofeminismen, som kritiserar centrismtanken.

    Sex gymnasieungdomar har intervjuats i grupper om tre angående sin syn på människans förhållande till naturen. Resultatet pekar på att elevernas miljöetik är mestadels antropocentrisk, med vissa inslag av djurrättsbiocentrism, och att de ser omsorg som ett moraliskt motiv.

    I diskussionen problematiseras resultatet i förhållande till de två synsätten och kopplingar görs till den svenska samhällsdebatten, media och tecknad film. Slutsatsen är att omsorgsdimensionen bör stärkas i naturkunskapsundervisningen eftersom den idag är en outnyttjad resurs i fråga om att skapa engagemang för miljöfrågorna, men att man samtidigt inte får glömma bort att fakta utgör en viktig del av välgrundade beslut.

  • 24.
    Andersson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Historisk verkstad som undervisningsform: Lägerskolan på Stavgard, en fallstudie2019Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Syftet med detta arbete är att undersöka vilken roll de estetiska lärprocesserna i historisk verkstad kan spela för att utveckla elevers historiemedvetande och historiska empati. Detta har undersökts genom att intervjua sex lärare som varit på Stavgards järnålderslägerskola med sina klasser. I undersökningen konstateras att historiska verkstäder är uppskattade bland lärare och elever och att det prioriteras i undervisningen trots att det innebär en stor ekonomisk ansträngning för skolan. De estetiska lärprocesserna representeras på Stavgard genom praktiskt arbete, berättelser och i viss mån drama. Vistelsen på Stavgard skapar en gemensam referensram för lärare och klass, utifrån vilken historiemedvetande byggs under kommande historieundervisning. På lägerskolan lever eleverna järnåldersliv under två dagar och undersökningen visar att eleverna genom att själv få uppleva järnåldersmänniskornas umbäranden utvecklar historisk empati. Utöver detta beskrivs också hur för- och efterarbetet i samband med Stavgardsvistelsen utformas av de olika lärarna.

  • 25.
    Andersson, Per
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Konsten att lära av "verkligheten": En undersökning av de möjligheter som reality-tv och dokusåpor har på vår samhällskunskapsundervisning2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 26.
    Andersson, Sara
    Karlstads universitet.
    Gymnasieelevers uppfattningar om lärande i molekylärbiologi med hjälp av en simulering.2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study investigates upper secondary school students’ opinions on working with a computer simulation in microbiology. During one lesson, the students got to work with the simulation and answer questions about what was happening in the simulation. Collection of data was made through observation, surveys and interviews. The result shows an overall positive attitude among the students towards working with simulations in biology class. Despite this, using simulations as a learning tool can not be recommended without reservation. It is of importance that the simulation to be used is carefully selected according to learning goals and that students are supported in their interpretation of the simulation. The most important support is the teacher explaining what the simulation is showing.  

  • 27.
    Andersén, Annelie
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asghari, Hamid
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Petersson, Maria
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination2018Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, nr 3, s. 98-123Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.

  • 28. Apelgren, Britt-Marie
    et al.
    Miliander, June
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik.
    Från utvärdering till ämnesdidaktisk forskning: Exemplet Engelska - en jämförelse av resultaten i år 5 och år 9 i den nationella utvärderingen av engelska år 20032009Inngår i: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, s. 78-89Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 29.
    Appelqvist, Tomas
    Lund University, Sweden.
    Religion i svensk läroplanshistoria: Utvecklingslinjer i uppfattningen om människan som politiskt och etiskt subjekt2015Inngår i: Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp / [ed] Carlsson, David & Thalén, Peder, Uppsala: Swedish Science Press, 2015, s. 109-134Kapittel i bok, del av antologi (Fagfellevurdert)
  • 30.
    Arrhenius, Mattias
    Uppsala Universitet.
    Datorbaserade animationer i geografiundervisningen. En studie om gymnasieelevers lärande i mötet med datorbaserade animationer om bergartscykeln. Recension av Eva Lundqvist2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 165-167Artikkel, omtale (Annet vitenskapelig)
  • 31.
    Arwidson, Ingrid
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    La comprensión auditiva en el salón de ELE en la escuela sueca: ¿enseñar a escuchar o escuchar para evaluar?: Un estudio sobre la función de la comprensión auditiva desde la perspectiva de los profesores y aspectos de su enseñanza en el nivel básico2016Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 32.
    Asif, Fahima
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Teaching in Overcrowded Classes: A Quantitative Study of Class Size Effect on Students’ Learning Achievements2013Independent thesis Advanced level (degree of Master (One Year)), 40 poäng / 60 hpOppgave
    Abstract [en]

    This study is about Afghan teachers teaching strategies and ways for dealing with large sized classes and to see the connection between class size and students final exam result in two different grades. The total pupation of students is 739. Out of this 565 participants of the study are in overcrowded classes. The rest of them were from small sized classes. The data is analyzed by comparing the tests of two different sized classes, it means students’ achievement in large and small classes were compared. The research is also on finding about various teaching methods used by teachers in overcrowded classes and to see the effect of class size on learners achievement. The result of the study shows that teaching in an overcrowded classes is a challenging problem for teachers. The most serious issue in large sized classes is physical space limitation, teaching materials, text books and few furniture. They spend much of the time in arrangement of their classes, becauseof this teachers have less time for giving the actual lesson. It is difficult to motivate learners in large sized classes.

    The data indicates that the performance of the students in large sized classes is very low compared to the smaller classes. The study need more investigation about using effective strategies for dealing with work in large classes.

  • 33.
    Axelsson, Stina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    När musiken talar - på barnets nivå: En studie om musikens betydelse för barns språkliga utveckling2018Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

     This is a study that wants to investigate whether music can contribute to linguistic development through interviews. In the literature review, researchers and educators clarify the connection between music and languages. The study is based on the sociocultural perspective. The six educators interviewed for the study suggest that music has a contributing effect on children's language development. Furthermore, it is explained that music brings joy and fellowship that becomes an interaction between the children in preschool. By interaction and learning of other people's previous experiences, the children can develop their language. In the discussion it appears that the music gathering for children gives a sense of safety, which makes them comfortable to express feelings and thoughts, which in turn leads them to communicate and interact with others to develop their language.

  • 34.
    Aziz, Abdul Malik
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    ASSESSMENT OF SCIENCESUBJECT IN SECONDARY SCHOOLS IN TWO PROVINCES OF AFGHANISTAN.: Teachers' Practices and Views in twoProvinces of Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Assessment is very important in teaching and learning and should be integral part of instructions in classrooms. It is believed that assessment; learning and teaching have close relationships with each other, which improve teachers teaching and students learning. As such teachers should pay attention to assessment, without assessment it is impossible for teacher to find weak and strong points of learning of the students as well as of their own teaching.  Teachers should use different kinds of assessment like: diagnostic assessment, formative assessment and summative assessment in their teaching.

    This study was conducted in two provinces in Southern part of Afghanistan: Zabul and Kandahar. For this study two data collections tools were used, one was teachers’ questionnaire for 80 teachers in lower secondary schools in science subjects. The questionnaire is consist of 32 questions, in questionnaire  it was asked from the teachers about assessments, next was classroom observation form which is consist of 22 questions, both of them were answered but some answers were misunderstood by the teachers that they provide wrong answers. Out of 80 teachers I observed 12 teachers’ teaching. The data which was collected by classroom observation was poor and most teachers’ activities related to one option of the classroom observation.

  • 35.
    Bagoly-Simó, Péter
    et al.
    Humboldt-Universität zu Berlin, Germany.
    Uhlenwinkel, Anke
    Alpen-Adria-Universität Klagenfurt.
    Why Physical Geography? An analysis of justifications in teacher magazines in Germany2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:1, s. 23-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    School geography is often quite different from academic geography and there are good reasons for that, as school is preparing young people to be able to lead the life they value instead of just training them to learn specific subject contents. In some countries school geography is understood as being mainly a social science. Nonetheless physical geography often plays an important part in textbooks and in everyday teaching in these countries. This presentation will examine how physical geography topics are justified in specialist teacher magazines in Germany. Are they justified by simply pointing at the value of the academic knowledge itself? Are they justified by claiming students’ special interest in these topics? Or are they justified by showing the value of physical geography in promoting social aims such as sustainable development, freedom or equality?

  • 36.
    Bahous, Rima
    et al.
    Lebanese American University, Lebanon.
    Nabhani, Mona
    Lebanese American University, Lebanon.
    Rabo, Annika
    Stockholm University.
    Parochial education in a global world? Teaching history and civics in Lebanon2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2013:1, s. 57-79Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This exploratory article is based on a researchproject which runs 2011-2013 that examines how global processes are expressedin educational policies and pedagogical texts in Lebanon, Sweden and Turkey byfocusing on school subjects like civics, history, geography, and religion. In thistext we discuss the development ofeducation in Lebanon, the development of history and civics after the civilwar, and on opinions about these school subjects in order to make a preliminaryanalysis of how the future Lebanese citizen is depicted in policies,curricula, and textbooks. Lebanon is interesting because of its uniqueeducation system in which foreign international institutions rather thannational ones have the task of preparing individuals for a globalized world.Material for the study were collected from a sample of curricula used inprivate and public or national schools for history and civics/citizenshipeducation in grade 8 as well as interviews and conference proceedings andconversations with activists, teachers and principals. We also reviewedfindings of relevant empirical studies conducted in Lebanon. Our datacollection was guided by three questions: how is the right citizen depicted inthe Lebanese material? How is the relationship between national and globalperspectives treated in guidance documents and pedagogical texts? What civicrights and obligations are given attention and what individuals are included/excluded? Our preliminary findings imply that there is no consensus on theimportance of teaching a unified history and civics book and subjects inLebanon. Other findings indicate that private and international schools have agreater impact than national schools on preparing Lebanese students as futurecitizens. 

  • 37.
    Baser Nazar, Mohammad
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    GENDER BIASES IN DARI TEXTBOOKS: - An analysis of Dari textbooks grade 4-6 from gender perspective in Afghanistan.2013Independent thesis Advanced level (degree of Master (One Year)), 40 poäng / 60 hpOppgave
    Abstract [en]

    As mentioned the discussion about gender equality in education is often concerned with how gender roles are promoted and encouraged through teaching and learning materials in schools, where textbooks are one of the most important tools, so the objective by this study is to look and discuss the gender issue in term of equality in Dari textbooks of grades 4 to 6. The intention is to find out to what extent gender equality - the issue that has been very much in policy documents - has been reflected in the textbooks.

    The method used to achieve the objectives was to look at the Dari language textbooks for grades 4 to 6 during various political regimes in Afghanistan in order to trace back the changes and progress. Textbooks of different periods have been scrutinized to find out the feature and nature of gender biases. The textbooks were selected from different political regimes in Afghanistan in five past decades.

    Although gender equality and equity  have been addressed in the policy documents of the Ministry of Education, but as found by this study, gender biases still to a large extent are there in textbooks e.g. in one of the new textbooks out of 136 pages only one page was talking about gender equality. Also disparity in terms of role between male and female has been found to some extent in the entire textbook for Dari language.

    A considerable difference between male and female depiction regarding frequency of names, occupations/roles outside home and in public sphere have been observed in the textbooks developed and used during all the political periods, but some improvement noticed in the new textbooks developed based on Curriculum Framework 2003. Only 5 percent of all names used in texts and examples were feminine in pre-Soviet period, while the depiction has increased during Soviet era i.e. after 1978. In Taliban and Mujahedeen period, the female depiction has experienced a backlash but after Taliban period there had been an improvement, although still far from full materialization of gender equality in different aspects. Interestingly, it was observed that on the cover pages of all of the new Dari languages textbooks for these grades   pictures of girls classes where female teacher stands in front of them, are printed, which may indicate that at least an awareness exist. On the other hand, little improvement has been made in the content of the textbooks.

  • 38.
    Behnke, Yvonne
    Humboldt-Universität zu Berlin, Germany.
    How textbook design may influence learning with geography textbooks2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:1, s. 38-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates how textbook design may influence students’ visual attention to graphics, photos and text in current geography textbooks. Eye tracking, a visual method of data collection and analysis, was utilised to precisely monitor students’ eye movements while observing geography textbook spreads. In an exploratory study utilising random sampling, the eye movements of 20 students (secondary school students 15–17 years of age and university students 20–24 years of age) were recorded. The research entities were double-page spreads of current German geography textbooks covering an identical topic, taken from five separate textbooks. A two-stage test was developed. Each participant was given the task of first looking at the entire textbook spread to determine what was being explained on the pages. In the second stage, participants solved one of the tasks from the exercise section. Overall, each participant studied five different textbook spreads and completed five set tasks. After the eye tracking study, each participant completed a questionnaire. The results may verify textbook design as one crucial factor for successful knowledge acquisition from textbooks. Based on the eye tracking documentation, learning-related challenges posed by images and complex image-text structures in textbooks are elucidated and related to educational psychology insights and findings from visual communication and textbook analysis.

  • 39.
    Behzad, Allah Mohammad
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Lesson planning in Afghan school: A quantitative study on the use of lesson plans in primary schools of Parwan, Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 40 poäng / 60 hpOppgave
    Abstract [en]

    This is a quantitative study which explores the use of Lesson Plans (LPs) in Afghan primary schools. The main objectives of this study were to find out the implementation method of LPs, reasons of applying LPs and teachers’ views on LPs.

    This study was conducted in three districts (Shekh Ali, Siah Gerd and Shinwari) and Charikar city of Parwan Province and data was collected by questionnaires filled in by 200 language and math teachers (100 male and 100 female).

    The main findings of the research show that all teachers regardless of sex, education level and teaching experiences claimed that they used LPs in their teaching. A majority of teachers, regardless of sex, education background and years of teaching experience elaborated LPs of their own and did not use the format instructed by Teacher Training Colleges (TTC). Most teachers prepared their LPs one day before and at home. To consider the importance of LP stages the findings show that the majority of both male and female teachers responded to all stages. Through a short glance on reasons of applying LPs we see that 50% of both male and female teachers used LPs to achieve the goal. More experienced teachers didn’t use LPs because of having enough experiences. Important parts of LPs include motivation of students and student activities. The study found that teachers often motivated their students by telling a story or poem. Group work was a common activity.

    One implication of this study is that the TTC should revise their teaching on LPs since hardly any teacher seems to use these formats.

  • 40.
    Berg, Mikael
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2010Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?

    The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.

    The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.

    At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

  • 41. Berg, Mikael
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia: Recension av David Ludvigsson2011Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 80-83Artikkel, omtale (Annet vitenskapelig)
  • 42.
    Berggren, Mats
    et al.
    Tiundaskolan, Uppsala.
    Isleborn, Helena
    Tiundaskolan, Uppsala.
    Haglund, Jesper
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). Uppsala universitet.
    Kärnkraftsdebatt ger möjlighet till kritiskt tänkande i högstadiefysiken2019Inngår i: Naturvetenskapernas och teknikens didaktik, Linköping: Linköping University Electronic Press , 2019, s. 39-48Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I skolans styrdokument betonas vikten av att elever ges möjlighet att utveckla sitt kritiska tänkande. Detta är inte minst angeläget i dessa tider av tillgång till sociala medier och spridande av så kallade alternativa fakta. Trots sin positiva klang finns det dock ingen etablerad konsensus kring vad kritiskt tänkande egentligen är. Inom ramen för ett skolutvecklingsprojekt i samverkan mellan Uppsala universitet och Tiundaskolan, en 4-9-skola i Uppsala, utforskar vi hur kritiskt tänkande kan uttryckas i undervisningspraktiken i ämnena svenska, historia, matematik och fysik. Som exempel har vi i fysikämnet designat, genomfört och analyserat en undervisningssekvens utifrån kärnkraft som tema, där elever i årskurs 9 gavs möjlighet att anamma olika åsikter och argument i frågan genom rollspel. Eleverna genomförde en debatt, där de representerade olika parter: boende nära Forsmark, miljöorganisationen Grön Fred, och företag som utvecklar kärnkraft, respektive vindkraft. Före och efter debatten skrev eleverna individuella texter där de argumenterade för sin personliga åsikt i frågan: Ska kärnkraften bevaras som den är, läggas ner, eller utvecklas? Vi fann att de genom debatten fick goda möjligheter att utveckla och visa kunskaper motsvarande flera kunskapskrav i kursplanen i fysik som annars sällan berörs i fysikklassrummet, såsom, för betyg A: ”Eleven kan samtala om och diskutera frågor som rör energi, teknik, miljö och samhälle och skiljer då fakta från värderingar och formulerar ställningstaganden med välutvecklade motiveringar samt beskriver några tänkbara konsekvenser.” Som exempel på naturvetenskapligt förankrade argument utnyttjade eleverna genererad energi per utsläppt mängd koldioxid som ett mått vid jämförelser mellan kärnkraft och andra energikällor. I de individuella texterna höll de flesta eleverna fast vid sina åsikter från innan de arbetade med temat även efteråt, men nu med fler och mer nyanserade argument.

  • 43.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Student 'sustainability consciousness' and decision making on sustainability dilemmas: Investigating effects of implementing education for sustainable development in Swedish upper secondary schools2014Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The central role of education for sustainable development (SD) has been emphasized since the 1990s. SD involves the three areas of environment, economy and society, with a focus on the relationships between environmental protection and human development. Education for sustainable development (ESD) takes a holistic view on the environmental, economic and social dimensions of SD and aims to empower students to engage in the democratic development of society in a more sustainable direction. Policy-level and research community discussions have addressed the ways in which ESD has been implemented internationally. This study focuses on upper secondary students, and investigates their views on sustainability and the ways they make decisions related to SD. The study aims to address the interdisciplinary and multidimensional content embraced in the concept of SD and the development of competences often associated with ESD. A survey investigating students’ (n=638) sustainability consciousness (SC) and their decision-making in a number of SD related contexts was conducted in 15 Swedish upper secondary schools. The results show that students attending schools with an ESD profile are characterized by stronger SC than students attending regular schools; however the difference is small and mostly related to the economic dimension of SD. Furthermore, students who prioritize environmental decisions in SD dilemmas show stronger SC than students giving priority to economic reasons. When environmental, economic and social dimensions are introduced separately, social aspects are given the highest priority by the students. In contrast, environmental aspects are up-graded when the dimensions are introduced in an integrated manner. However, different dimensions are prioritized in different contexts. The study provides empirical support for using multiple contexts and including both harmonious and conflict-based perspectives on SD in education. It also contributes knowledge to the discussion about the implementation of ESD in Sweden in terms of outcomes among students.

  • 44.
    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).
    An explorative study of student understandings of the relationships between the environment and the economy2016Konferansepaper (Fagfellevurdert)
  • 45.
    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 studentunderstandings of economic perspectives in sustainable development2016Konferansepaper (Fagfellevurdert)
  • 46.
    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 Development2018Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, nr 8, s. 1-17, artikkel-id 2738Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 47.
    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).
    Separated andintegrated approaches to investigate student views on dimensions of sustainable development2015Konferansepaper (Fagfellevurdert)
  • 48.
    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) (Annet vitenskapelig)
  • 49.
    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 development2013Konferansepaper (Fagfellevurdert)
  • 50.
    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 students2014Inngår i: Research in Science & Technological Education, ISSN 0263-5143, Vol. 32, nr 3, s. 318-339Artikkel i tidsskrift (Fagfellevurdert)
    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.

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