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  • 1.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    A theoretical and methodological reflection on unedited places and their meaning for children in school age educational settings2014Conference paper (Refereed)
  • 2.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    A theoretical and methodological reflection on using Lefebvre's critical spatial analysis to examine children's experiences of a forest garden2017Conference paper (Refereed)
  • 3.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Children in school-age educare centres make meaning in unedited places2015In: NERA 2015 - the 43rd Annual Congress of the Nordic Educational Research Association, Göteborg, 4-6 mars, 2015: Marketisation and Differentiation in Education, 2015Conference paper (Refereed)
    Abstract [en]

    Children enrolled in school-age educare centres spend their time in different locations outdoors close to their school-age educare centres. Some of these places can be described as unedited places. A green area, a wild meadow of a place outside of the edited schoolyard, the forest, an old football field that nature has taken over, natural places who nobody takes care of, are some examples of unedited places where school-age educare children can stay.

    The focus of this study is directed towards school-age educare children's constructions of meaning in unedited locations close to school-age educare centers. The study gives a contribution of knowledge to teachers in general but especially to teachers in school-age educare centres, decisions-making politicians and other people who are interesting and who are in a position where they can represent school-age educare children. The research questions from the study point towards what school-age educare children describe about what they do in unedited locations outdoors close to school-age educare centres and in what ways they believe that unedited locations outdoors have significance in their making of meaning.

    Qualitative method was used to search understanding for school-age educare children’s actions and their making of meaning. The method Grounded Theory was used because it is about making a theory in a practice which is built by people together in a specific context (Glaser, 1998). I have used “walk-and-talk”-observations (Haudrup Christensen, 2004), Klerfelt & Haglund, 2011) and used two non-participation observations (Alvehus, 2013).

    The study showed that some of the school-age educare children mostly prefer to do, was to play in the unedited places. They played traditional games, team games and their own fantasy games. The result of the subcore categories showed that school-age educare children gives fantasy to the games taking place outdoors. Unedited places became both an activity- and a playing environment. Unedited places encourage the school-age educare children’s to execute bodily motor skills, feel emotions and associate with nature things.

  • 4.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i grund- och gymnasiesärskola2014Conference paper (Other (popular science, discussion, etc.))
  • 5.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i grundskolan 1-92013Conference paper (Other (popular science, discussion, etc.))
  • 6.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i särskolan2012Conference paper (Other academic)
  • 7.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i särskolan2014Conference paper (Other academic)
    Abstract [sv]

    Låt inte matematiklärandet stanna innanför tröskeln när närmiljö blir lärmiljö. Du som är lärare i särskolan har många möjligheter att använda och se skolgården som en pedagogisk resurs. När vi använder de utomhuspedagogiska glasögonen så öppnas en annan lärandearena och en pedagogik med utomhusdidaktisk inriktning. Lärandet som kan bedrivas utomhus är både en friskfaktor, inspirerande och lärorikt. 

  • 8.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det är väl inne att lära ute? Utomhuspedagogik året runt med förskoleklassen!2019Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Hammarsten, Maria
    Linköpings universitet.
    Fritidshemsbarns meningsskapande på oredigerade platser utomhus kring fritidshem2014Other (Other academic)
    Abstract [sv]

    Syftet med studien är att undersöka, analysera och därmed bidra med kunskap om vilket meningsskapande som fritidshemsbarn anger kan ske på oredigerade platser utomhus kring fritidshem. Forskningsfrågorna som studien behandlar är hur fritidshemsbarns meningsskapande kan beskrivas och studeras på oredigerade platser utomhus samt vad fritidshemsbarn berättar att de gör på oredigerade platser utomhus som kan sättas i relation till deras meningsskapande. Studiens teoretiska utgångspunkter är ett sociokulturellt perspektiv och fritidshemsbarns perspektiv.

    En forskare som är intresserad av att försöka förstå vad som händer på ett specifikt forskningsområde kan använda metodansatsen Grounded Theory. Datamaterialet består av 17 samtalspromenader med fritidshemsbarn från fyra olika fritidshem. Fritidshemsbarnet tar två bilder på vad han/hon betraktade som en oredigerad plats. I datainsamlingen ingår också fältanteckningar från två icke deltagande observationer med två olika barngrupper på fritidshem. Fritidshemmen ligger i tre olika kommuner i södra delen av Sverige.

    Studien är ett kunskapsbidrag till den pedagogiska praktiken samt till forskningen om vad fritidshemsbarn gör på oredigerade platser utomhus kring fritidshem. Jag har med Grounded Theory skapat en grundad teoretisk modell över studiens resultat. Studiens resultat utifrån Grounded Theorys analys visar att fritidshemsbarns meningsskapande är både konstruktivt och utvecklande på oredigerade platser. Analysen ledde fram till kärnkategorin, Lekpräglad plats. Det innebar att oredigerade platser gav studiens fritidshemsbarn lekvärden när de utövar sina aktiviteter där. Fritidshemsbarn berättar att de leker både traditionella lekar, temalekar och egna fantasifrigörande lekar. Fem underkategorier skapades som har olika egenskaper och relationer i förhållande till kärnkategorin. Underkategorierna är frigörande plats, aktiverande plats, rörelseutmanande plats, känslorik plats och plats för naturassociationer. Studiens slutsats belyser att studiens fritidshemsbarns lekvärld också finns på oredigerade platser utomhus och leken kan främjas där samt att dessa platser är lek viktiga för dem. Fritidshemsbarn bör ha tillgång till oredigerade platser utomhus kring fritidshem eftersom olika platser ger olika meningserbjudanden.

  • 10.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur kan lärare undervisa på andra lärande arenor än klassrummet?2016Conference paper (Other (popular science, discussion, etc.))
  • 11.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur kan lärare undervisa på andra lärande arenor än klassrummet?2016Conference paper (Other (popular science, discussion, etc.))
  • 12.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur kan lärare undervisa på andra lärande arenor än klassrummet?2016Conference paper (Other (popular science, discussion, etc.))
  • 13.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Kreativ matematik och språklekar2013Conference paper (Other (popular science, discussion, etc.))
  • 14.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Leklära utomhus2013Conference paper (Other (popular science, discussion, etc.))
  • 15.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Låt inte pedagogiken stanna innanför tröskeln!: Det utvidgade lärandet i fritidshemmets utomhusmiljö2014Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Matematiken finns utomhus: ett lustfyllt lärande för alla!2013Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Pedagogik och utomhusdidaktisk inriktning med skogsträdgårdsforskning2017Conference paper (Other academic)
  • 18.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Place Meaning for Children in the Forest Garden2019Conference paper (Refereed)
    Abstract [en]

    Previous studies show that outdoor places have different meanings for children's lives based on children's preferences from experiences and memories. The purpose of the study is to investigate the forest gardens' places from the children’s perspective. The theoretical framework is Social Studies of Childhood, where children are regarded as competent social actors and right to give their voices. This study intends to use empirical material from walk-and-talk conversations and photography with 28 children. The results from this ongoing study presents the four most photographed places in the forest garden, which are places with plants, the pond, the fireplace and the tipin place. Places with plants give children a sense of belonging to the nature and think they are friends with the insects. Boundaries in forest gardens are fuzzy and barriers like the fencing are designed to keep animals out rather than children in. Educators positively encourage risk taking, inviting children to try different activities and offering a range of opportunities from which children can select and self-regulate their level of risk and challenge. Barriers, however, exist in taking up of all opportunities because socioeconomic disadvantage and cultural norms mean many participating children have never before experienced such natural environments in their deprived home neighbourhoods or for immigrant children, in their countries of origin. It is therefore interesting to report that theme of boundaries, barriers and belonging are intersect in shaping children’s relationship with the places in the forest garden.

  • 19.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Platsers meningserbjudanden ur barns perspektiv – En skogsträdgårds platskvalitéer2019Conference paper (Other academic)
  • 20.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    School Children´s Perspectives from Forest Gardens Places2019Conference paper (Refereed)
    Abstract [en]

    These days, newspapers discuss how cities are more densely populated and shaped by the interests of various stakeholders. Construction of housing and parking lots tends to be prioritized over creating places for children in urban environments. One way of creating such places is to construct forest gardens, a relatively new form of gardening. The purpose of this study is to investigate schoolchildren’s place-making in forest gardens, from the children’s perspective. The study takes a Social Studies of Childhood perspective, which understands children to be social actors who are competent researchers in their own right. The data is drawn from walk-and-talk conversations, informal interviews, and photographs with 28 children who participated in a three-year forest garden project. The results from this ongoing study show that school children use the places for their activities and play, but the places also give different kind of affordances. The schoolchildren try risk-taking beside the pond, have the opportunity to be with friends at the fireplace and to be alone in the tipi. It is therefore interesting to report that green places are important in children’s environment, especially in the particular relationships afforded by specific places within a forest garden.

  • 21.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Smart dokumentation utvecklar undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 22.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Smart dokumentation utvecklar undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 23.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Smart dokumentation utvecklar undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 24.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Ut och lek!2012In: Fullt av lek: om att ge utrymme för skolbarns lek / [ed] Marie Bengts & Helena Gårdsäter, Stockholm: Lärarförbundets förlag , 2012, p. 40-45Chapter in book (Other academic)
  • 25.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utmanande undervisning utomhus2015Conference paper (Other (popular science, discussion, etc.))
  • 26.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utmanande undervisning utomhus2015Conference paper (Other (popular science, discussion, etc.))
  • 27.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utmanande undervisning utomhus2015Conference paper (Other (popular science, discussion, etc.))
  • 28.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhusmiljöns möjligheter i förskolan2018Conference paper (Other (popular science, discussion, etc.))
  • 29.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogik i ett fritidshemspedagogiskt perspektiv2017Conference paper (Other (popular science, discussion, etc.))
  • 30.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogik i ett fritidshemspedagogiskt perspektiv2018Conference paper (Other (popular science, discussion, etc.))
  • 31.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogik med fokus på arbete med utomhusdidaktisk inriktning.2015Conference paper (Other (popular science, discussion, etc.))
  • 32.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogiken skapar en ”ekodukt”2019Conference paper (Other academic)
    Abstract [sv]

    Du kommer att få prova på olika utomhuspedagogiska aktiviteter som binder ihop växt- och djurliv i naturen med språk- och matematiklärande. Jönköping University och Naturskolan på Upptech i Jönköpings kommun har tagit fram utomhuspedagogiska lådor som bland annat innehåller ett orddraperi, en rimbro, en geometribana och den magiska matematikmattan. Ett material som kan användas både på den asfalterade förskole- och skolgården och i skolskogen.

  • 33.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    School children's special places in a forest garden in Sweden2016In: NERA 2016, 9-11 March, Helsinki Finland, NERA 44th Congress, Social Justice, Equality and Solidarity in Education: Book of abstracts, 2016, p. 73-Conference paper (Refereed)
  • 34.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    The Forest Garden from Children's Perspectives2018Conference paper (Other academic)
  • 35.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Barns perspektiv på att vistas i en skogsträdgård2018Conference paper (Refereed)
  • 36.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Developing ecological literacy in a forest garden: children’s perspectives2018Other (Other academic)
  • 37.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Developing ecological literacy in a forest garden: children’s perspectives2019In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 19, no 3, p. 227-241Article in journal (Refereed)
    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.

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