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Samuelsson, Tobias
Publications (10 of 56) Show all publications
Almers, E., Askerlund, P. & Samuelsson, T. (2023). The perfect schoolyard for future children: Primary school children’s participation in envisioning workshops. Children, Youth and Environments, 33(1), 101-121
Open this publication in new window or tab >>The perfect schoolyard for future children: Primary school children’s participation in envisioning workshops
2023 (English)In: Children, Youth and Environments, E-ISSN 1546-2250, Vol. 33, no 1, p. 101-121Article in journal (Refereed) Published
Abstract [en]

This Swedish study investigates how primary school children’s perspectives on a “good schoolyard” can be illuminated through envisioning workshops using model-making. In addition to advocating for the qualities and affordances of the standard schoolyard equipment, children also suggested and constructed new features affording playing with domestic animals, being in peace and quiet in tree houses, picking fruit, and using digital playgrounds.For the children to go beyond reproducing the features, environmental qualities, and affordances of their current schoolyards, they needed plenty of time for communication and hands-on activities, opportunities to relax, imagine, and receive input and inspiration from others’ experiences.

Place, publisher, year, edition, pages
University of Cincinnati, 2023
Keywords
envisioning, primary school, schoolyard, affordances, environmental qualities, model-making, participatory envisioning workshop
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-59972 (URN)10.1353/cye.2023.0002 (DOI)
Available from: 2023-03-10 Created: 2023-03-10 Last updated: 2023-04-27Bibliographically approved
Anderstaf, S. & Samuelsson, T. (2022). Att utveckla interkulturella perspektiv via skönlitterära verk. In: Åsa Hirsh & Jesper Boesen (Ed.), Uppdragsutbildning – ett ömsesidigt lärande i samverkan: (pp. 137-158). Jönköping: Jönköping University, School of Education and Communication
Open this publication in new window or tab >>Att utveckla interkulturella perspektiv via skönlitterära verk
2022 (Swedish)In: Uppdragsutbildning – ett ömsesidigt lärande i samverkan / [ed] Åsa Hirsh & Jesper Boesen, Jönköping: Jönköping University, School of Education and Communication , 2022, p. 137-158Chapter in book (Other academic)
Abstract [sv]

Från inledningen: Vi har alla en berättelse, en historia över våra liv, med minnen och händelser. Det är berättelser som hänger intimt samman med andras berättelser. Vi berättar, men vi blir också berättade. Fokus för detta kapitel är en kurs vid namn Flerspråkighet och interkultulturalitet i förskolan om 7,5 högskolepoäng som ingår i Skolverkets fortbildningsinsats i det så kallade Förskolelyftet, numera benämnt som kommunförlagda förskolekurser.

Place, publisher, year, edition, pages
Jönköping: Jönköping University, School of Education and Communication, 2022
Series
Forskningsrapporter från Högskolan för lärande och kommunikation ; 22
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-56643 (URN)978-91-88339-50-8 (ISBN)
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2023-11-01Bibliographically approved
Samuelsson, T. (2022). Hur skapades Donald Trump? [Review]. Miljömagasinet, 42(47), 10-10
Open this publication in new window or tab >>Hur skapades Donald Trump?
2022 (Swedish)In: Miljömagasinet, Vol. 42, no 47, p. 10-10Article, book review (Other (popular science, discussion, etc.)) Published
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-58984 (URN)
Note

Recension av "Confidence Man: The Making of Donald Trump and the Breaking of America" av Maggie Haberman.

Available from: 2022-11-24 Created: 2022-11-24 Last updated: 2023-11-01Bibliographically approved
Svensson, C.-J. & Samuelsson, T. (2021). "A Gunpowder-Smelling History Lecture"?—Learning at a Wild West History Theme Park. The Social Studies, 112(1), 14-27
Open this publication in new window or tab >>"A Gunpowder-Smelling History Lecture"?—Learning at a Wild West History Theme Park
2021 (English)In: The Social Studies, ISSN 0037-7996, E-ISSN 2152-405X, Vol. 112, no 1, p. 14-27Article in journal (Refereed) Published
Abstract [en]

Lately, theme parks have emphasized the learning and edutainment aspects of their business. This has created new opportunities for theme parks and schools to cooperate. Research has shown that learning at science centers, a similar form of learning arena, tends to be out of context and that the learning outcomes are meager. High Chaparral, in southern Sweden, is a theme park primarily focusing on the American 1870s. With 160,000–170,000 visitors each year, the theme park is one of the largest arenas for history communication in Sweden, alongside traditional cultural heritage institutions. This paper presents an analysis of students, mainly aged 10–12 years, visiting the park. In the park, the children are presented with various fact- and skills-oriented activities. While the children enjoy the activities, they do not align the presentations with their school history education. Rather, the children relate them to their own everyday life experiences, and the idea of 1870s America they take from the park is, to a high degree, informed by popular TV and movie Westerns. While the theme park seems fun for the children, the findings of this analysis show that the park?s theme is not easily connected to the Swedish history curriculum for the studied group of students. In particular, the park does not align with the constructivist ideals of the Swedish curriculum. This does not mean that learning possibilities are absent. The park contains multifaceted leaning opportunities, but given the park's present focus, these are not fully developed.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
Theme parks, history, historical concepts, historical thinking, historical learning, edutainment, Wild West
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-50236 (URN)10.1080/00377996.2020.1792820 (DOI)HOA (Local ID)HOA (Archive number)HOA (OAI)
Available from: 2020-08-14 Created: 2020-08-14 Last updated: 2021-01-08Bibliographically approved
Almers, E., Askerlund, P., Samuelsson, T. & Waite, S. (2021). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools. Journal of Adventure Education and Outdoor Learning, 21(3), 230-246
Open this publication in new window or tab >>Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools
2021 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 21, no 3, p. 230-246Article in journal (Refereed) Published
Abstract [en]

This study was carried out within a project to promote health and ecosystem services, ?the benefits people obtain from ecosystems?, in preschools in Sweden. The paper applies the concept ?affordance? to capture the functional meaning that children assign to different material aspects of their schoolyards before and after the installation of additional environmental features. The findings from walk-and-talks with 23 preschool children highlight what features children preferred in their yards and why. Few children showed spontaneous attention to the installed features, e.g. insect hotels. This might be more because children were not enough involved within the schoolyard development and experienced little guided exploration of environmental affordances, rather than a lack of interest per se. Given this, we suggest that development projects to upgrade schoolyards for improved ecosystem services should involve children in the design of the ecosystem services promoting features throughout the development work, and thereby, integrally, promote ecological literacy.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
Outdoor environment, affordance, schoolyard, ecosystem services, preschool
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48863 (URN)10.1080/14729679.2020.1773879 (DOI)000543440000001 ()2-s2.0-85087055103 (Scopus ID)HOA;;1435506 (Local ID)HOA;;1435506 (Archive number)HOA;;1435506 (OAI)
Funder
Swedish Research Council Formas, 2016-20101
Available from: 2020-06-05 Created: 2020-06-05 Last updated: 2022-07-22Bibliographically approved
Samuelsson, T. (2021). Recension av boken Kids at Work. Latinx Families Selling Food on the Streets of Los Angeles av Emir Estrada, New York University Press, 2019, 206 s. [Review]. Arbetsmarknad & Arbetsliv, 27(4), 71-74
Open this publication in new window or tab >>Recension av boken Kids at Work. Latinx Families Selling Food on the Streets of Los Angeles av Emir Estrada, New York University Press, 2019, 206 s.
2021 (Swedish)In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, E-ISSN 2002-343X, Vol. 27, no 4, p. 71-74Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Karlstads universitet, 2021
National Category
Sociology
Identifiers
urn:nbn:se:hj:diva-55356 (URN)
Available from: 2021-12-16 Created: 2021-12-16 Last updated: 2023-08-28Bibliographically approved
Samuelsson, T. (2020). Möten med naziregimens arkitekt [Review]. Landets Fria Tidning (136)
Open this publication in new window or tab >>Möten med naziregimens arkitekt
2020 (Swedish)In: Landets Fria Tidning, ISSN 2003-5268, no 136Article, book review (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Mediehuset Grönt AB, 2020
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-50110 (URN)
Note

Recension av: "Albert Speer och sanningen" av Gitta Sereny, i nyutgåva publicerad 2020, Natur & Kultur.

Available from: 2020-07-19 Created: 2020-07-19 Last updated: 2020-08-10Bibliographically approved
Kjellström, S., Andersson, A.-C. & Samuelsson, T. (2020). Professionals’ experiences of using an improvement programme: applying quality improvement work in preschool contexts. BMJ Open Quality, 9(3), Article ID e000933.
Open this publication in new window or tab >>Professionals’ experiences of using an improvement programme: applying quality improvement work in preschool contexts
2020 (English)In: BMJ Open Quality, ISSN 2399-6641, Vol. 9, no 3, article id e000933Article in journal (Refereed) Published
Abstract [en]

Background

Improvement work can be used in preschools to enrich outdoor environment for children’s better health. Effective improvement work can facilitate the necessary changes, but little is known about professionals’ experiences of participation in improvement interventions. The aim was to evaluate how preschool staff experience quality improvement work, using the Breakthrough Series Collaborative improvement programme, to enhance outdoor environments.

Methods

An improvement intervention using a breakthrough collaborative was performed at 9 preschools in Sweden and examined with a longitudinal mixed method design. Staff completed questionnaires on 4 occasions (n=45 participants) and interviews took place after the intervention (n=16 participants).

Results

The intervention was successful in the sense that the staff were content with the learning seminars, and they had triggered physical changes in the outdoor environment. They integrated the quality improvement work with their ordinary work and increasingly involved the children. The staff tested improvement tools but did not find them entirely appropriate for their work, because they preferred existing methods for reflection.

Conclusions

The challenges in quality improvement work seem to be similar across contexts. Using the Breakthrough Series Collaborative in a public health intervention is promising but needs to be integrated with preunderstandings, current reflections and quality tools and models.

Place, publisher, year, edition, pages
BMJ Publishing Group Ltd, 2020
National Category
Health Care Service and Management, Health Policy and Services and Health Economy Educational Sciences
Identifiers
urn:nbn:se:hj:diva-50361 (URN)10.1136/bmjoq-2020-000933 (DOI)000672549900021 ()32830121 (PubMedID)2-s2.0-85089794466 (Scopus ID)GOA HHJ 2020,GOA HLK 2020 (Local ID)GOA HHJ 2020,GOA HLK 2020 (Archive number)GOA HHJ 2020,GOA HLK 2020 (OAI)
Funder
Swedish Research Council Formas, 2016–20101
Available from: 2020-08-24 Created: 2020-08-24 Last updated: 2021-08-11Bibliographically approved
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning, 19(3), 227-241
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
Show others...
2019 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 19, no 3, p. 227-241Article in journal (Refereed) Published
Abstract [en]

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
forest garden; social Studies of childhood; children’s perspectives; walk-and-talk conversations; ecological literacy
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41474 (URN)10.1080/14729679.2018.1517371 (DOI)000470670800004 ()2-s2.0-85053503238 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Note

The article was awarded the Sustainability & Diversity Award at the Shaping our Future - JU Sustainability Festival on 3 October 2019.

Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2022-06-15Bibliographically approved
Svensson, C.-J. & Samuelsson, T. (2019). History as edutainment - Learning at a history theme park. In: : . Paper presented at 44th Annual Meeting of the Social Science History Association, November 21-24, 2019, Chicago, USA.
Open this publication in new window or tab >>History as edutainment - Learning at a history theme park
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

When it comes to children’s relation to history, the mix of entertainment and education – edutainment – is an ever-growing trend, blurring the distinction between for example schools, museums and various theme parks. Edutainment establishments attracts growing numbers of children, families and schools every year. The edutainment business is said to offer new methods and different ways of spreading knowledge and tries to introduce novel, surprising approaches to attract visitors. Often the parks use hands-on-pedagogy and visitors get to experience and try features first-handed. The establishments thus expect an active, explorative and interested visitor. Then again, at times it is questioned what visitors actually learn from edutainment institutions, and if the entertainment does not more or less dominate a visit to these places. Research in the field is still scarce, particularly when it comes to studies where researchers follows visitors during their visits. This paper report on a study of 10–12-year-old school children’s visit to High Chaparral a western theme park in Sweden with between 175 000-180 000 visitors every year, a theme park distributing an historical journey back to the 1870s America. In the paper we investigate how the children take on different features and how they through their actions enacts the park. Using material from participant observations during the children’s visits to the park we specifically analyze how the children react to the parks use of history and the mix of entertainment and education at the park. The paper thus highlights the visiting children’s use of history and their contribution in the very learning experience.

Keywords
Theme parks, history, historical concepts, historical learning, edutainment, wild west
National Category
History and Archaeology Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-46909 (URN)
Conference
44th Annual Meeting of the Social Science History Association, November 21-24, 2019, Chicago, USA
Projects
High Chaparral, historiekommunikation och formell/informell utbildning
Funder
Swedish National Heritage Board, 3.2.2-3635-2017
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-11-29Bibliographically approved
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