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  • 51.
    Rosén, Malin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Skogsträdgården: Elevers syn på dess innehåll och användning2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att undersöka och beskriva vad elever i årskurs 2 har för syn på en skogsträdgårds innehåll och dess användningsområden. Vad anser de alltså är viktigt att ha med i en skogsträdgård och vad uppskattar de mest med sin vistelse i den miljön. Forskningsfrågorna är: Vad ska en skogsträdgård innehålla enligt eleverna och vad vill eleverna använda en skogsträdgård till? För att få svar på dessa frågor genomfördes kvalitativa intervjuer med elva elever i årskurs 2 och de kompletterades med fotografier tagna av eleverna. Fyra teman har identifierats i det empiriska materialet: estetiska upplevelser, trädgårdsarbete, förtäring samt trivsel och umgänge. Resultatet visade att eleverna vill att en skogsträdgård ska innehålla vackra växter och möjlighet till att bygga, gräva, plantera och vattna samt ha någonstans att sitta för att umgås och äta. De uppskattar även att skogsträdgården innehåller ätliga växter och att de kan användas på olika sätt. De uttryckte att de trivdes bra i skogsträdgården och önskade få komma oftare. Studiens slutsats är att en skogsträdgård, med dess innehåll och användningsområden, beskrivs av eleverna som en miljö där emotionella, fysiska, kognitiva och sociala behov blir tillgodosedda.

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  • 52.
    Skoglund, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Ekosystemtjänster i grundskolan: En studie utifrån kunskapsemfaser2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    För att belysa värdeförlusten som utarmandet av ekosystem leder till och poängtera vårt beroende av naturen har begreppet ekosystemtjänster tagits i bruk. Ekosystemtjänster är samlingsnamnet på allt det vi får från naturen, så som syre, fibrer, rent vatten och naturupplevelser. I de nya kurspla-nerna i biologi (Skolverket, 2011a) tas ekosystemtjänster upp som centralt innehåll. Denna studie har till syfte att belysa hur lärare i årskurs 4-6 tolkar begreppet ekosystemtjänster i relation till sin undervisning, samt att undersöka vilka kunskapsemfaser lärarna ger uttryck för. Med kunskapsemfaser menas uppfattningar om varför vi undervisar om något.

    Data samlades in via semistrukturerade intervjuer med fyra lärare som undervisar i biologi i årskurs 4-6 på olika skolor. Resultatet av analysen visar att lärarna är mycket engagerade i under-visningen för hållbar utveckling. De lyfter fram förståelsen av naturens kretslopp och hänsynstagande till miljön som mycket viktigt. Lärarna tenderar att tolka begreppet ekosystemtjänster som ett nytt samlingsbegrepp för något de redan undervisar om, snarare än som ett nytt perspektiv. Under intervjuernas framskridande visar lärarna dock tecken på att fördjupa sitt resonemang kring ekosystemtjänster, vilket kan tyda på att en djupare och mer komplex förståelse kan komma att infinna sig när begreppet är väl implementerat. Kommentarmaterialet till kursplanen bidrar sannolikt till en snäv syn på ekosystemtjänster.

    Lärarna ger i huvudsak uttryck för de två kunskapsemfaserna som Östman (1992) benämner vardagsemfasen och naturvetenskap, normer och beslut, där syftet med kunskap är att eleverna bättre ska kunna agera i och förstå sin vardag.

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    Ekosystemtjänster i grundskolan - En studie utifrån kunskapsemfaser
  • 53.
    Stagell, Ulrica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    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.
    Action Competence - a private matter?2014Conference paper (Refereed)
    Abstract [en]

    Research on environmental education and education for sustainable development is an expanding field in educational research in Europe, as well as worldwide. With EERA celebrating 20 year, and the Decade for Education on Sustainable Development (DESD) in its final year, it is possible to make a halt for discussions of the present with perspectives of both the past and the future. Based on empirical findings on Eco-School teachers’ and instructors’ views on the appropriateness of including different sustainability-promoting actions in their teaching practices, this paper will discuss actions in relation to the Action Competence perspective, and tensions that manifests in educational settings between educational ideals of socialisation and educational ideas of liberal autonomy (Bildung), as well as, what is seen as private matter and what it is seen as part of the educational commission.

    From the perspective of Action Competence, and the educational ideal of Bildung, it has been claimed, as one of the dominating standpoints in the academic ESD-debate concerning the purpose of sustainability-promoting actions in education, that the actions are there, not to solve the unsustainability problems in the world, but to educate the students. The importance in ESD of learning critical decision taking in choices of actions as a citizen in a democratic society, nationally and globally has been stressed. The study is based on the premise that the inclusion of actions in teaching practices depends on teachers’ choices of lecturing, which to some degree is in turn dependent on their experience during teacher training, and explores Eco-School teachers’ and instructors’ views on the appropriateness of including different sustainability-promoting actions in teaching. As the importance of action for sustainability is highlighted in the Eco-Schools’ curricula, there are incitements for teachers at Eco-Schools to consider the inclusion of different sustainability-promoting actions in their teaching, either in terms of information and discussions about possible actions or in terms of student participation in actions.

    However, critique has been raised from the perspective of the need for education not to neglect the urgency of solving sustainability issues. Also, the Action Competence perspective, although based on a Bildung perspective, has been criticised for being just another form of socialisation. In addition to this, the liberal ideal of autonomy has been questioned.

    This paper will discuss how Eco-School teachers and instructors relate to different forms of actions, indirect/direct and individual/collective, that may take part in the private or the public sphere and be seen as personal or political. In relation to this, the Action Competence perspective will be discussed in perspectives of the present, past and future and the tensions that manifests in educational settings between educational ideals of socialisation and educational ideals of liberal autonomy (Bildung), as well as, what is seen as private matter and what it is seen as part of the educational commission.

    Method

    Interviews with 24 Eco-School teachers at a dozen schools in southern Sweden, from pre-school to upper secondary school, and 9 Eco-School instructors employed by the Green Flag organisation at different locations in Sweden, were conducted based on a semi-structured interview protocol. Informants were asked to grade from 1-6 the appropriateness of 16 different sustainability-promoting actions to include in their teaching practices. The actions were chosen to grasp a diversity in types of actions, as well as motives for preferences for specific actions in teaching. More than 20 hours of interviews were transcribed verbatim, and were analysed with a mixed method approach including both quantitative and qualitative analyses. Mathematical and statistical analyses were made in Excel and SPSS for the groups of teachers and instructors respectively, and as a comparison between the two groups. A qualitative content analysis was made (in Nvivo) on the informants reasoning when justifying their ratings of each of the sustainability-promoting actions from the question: ‘What do the teachers refer to when they justify their positions?

    Expected Outcomes

    Preliminary results show that different direct actions, and actions which take place in the private sphere were viewed by Eco-School teachers and instructors as the most appropriate actions to include in teaching practices. However, actions related to individuals as consumers were seen by teachers as less appropriate than by the instructors, and have consequently been included less in teaching practices. The actions that were deemed least appropriate by both groups were two indirect actions occurring in the public sphere and aiming at solutions on a structural level, engaging with political parties and engaging with NGOs. They did not seem to have a repertoire of teaching approaches that would allow them to work with issues where social norms diverge strongly. This paper will discuss how Eco-School teachers and instructors relate to different forms of actions, indirect/direct and individual/collective, that may take part in the private or the public sphere and be seen as personal or political. In relation to this, the Action Competence perspective will be discussed in perspectives of the present, past and future and the tensions that manifests in educational settings between educational ideals of socialisation and educational ideas of liberal autonomy (Bildung), as well as, what is seen as private matter and what it is seen as part of the educational commission.

  • 54.
    Stagell, Ulrica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    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.
    ESD and citizenship in the private and public sphere: Eco-School teachers' and instructors' views on actions as teaching content in ESD2014Conference paper (Refereed)
    Abstract [en]

    The Nordic countries, although different, have strong traditions of democratic education as collective solutions of the upbringing of individual citizens. ESD as a multinational response to problems of global concerns which aim at educating citizens capable of facing challenges of today and tomorrow, embody a tension between education as fostering into common values and education as liberation. The Action competence perspective manifest this tension in the division of different acting as behaviours or actions. With the premise that actions are an essential part of ESD aiming at developing students' action competence, this study seeks to explore actions as teaching content in ESD and examines Swedish Eco-School teachers' and instructors' views on the appropriateness of including different sustainability-promoting actions in their teaching practices. The position of teachers and instructors as potential obstacles for the inclusion of different action alternatives for sustainability in education, makes it relevant to ask questions about their views on including different actions in teaching practice.

    Different views were explored in interviews with 24 Eco-school teachers and 9 instructors, in which they were asked to clarify their positions on the appropriateness of including different sustainability-promoting actions in their teaching practices. The reasoning were analysed qualitatively in a content analysis. Preliminary results show differences in teachers' and instructors' views. Where teachers tended to explain potentially controversial direct actions in the private sphere as inappropriate with references to the question of privacy of students and parents, instructors tended to view the same actions as starting-points for desired discussions in the educational situation. Also, instructors to a higher degree motivated the appropriateness by the different actions' importance for sustainability.

    The discussion concerns teaching that addresses the individual's moral responsibility in the private sphere at the same time different action strategies for the democratic change of social structures tend to be excluded.

  • 55.
    Stagell, Ulrica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    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.
    Apelqvist, Magnus
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    What Kind of Actions are Appropriate? Eco-School Teachers' and Instructors' Ranking of Sustainability-Promoting Actions as Content in Education for Sustainable Development (ESD)2014In: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 4, no 2, p. 97-113Article in journal (Refereed)
    Abstract [en]

    Based on the consideration that learning about different action alternatives and strategies are essential parts of ESD, this quantitative study focuses Eco-School teachers’ and instructors’ views on including different sustainability-promoting actions in teaching practices. Direct actions, and actions that take place in the private sphere were viewed by both groups as the most appropriate actions to include in teaching practices. However, actions related to individuals as consumers were seen as less appropriate by teachers than by instructors, and consequently have been less included in teaching practices. The actions considered least appropriate by both groups were two indirect actions occurring in the public sphere aiming at solutions on a structural level, engaging with political parties and engaging with NGOs. The results highlight teaching that addresses the individual’s moral responsibility in the private sphere, and that different action strategies for the democratic change of social structures tend to be excluded.

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  • 56.
    Stepantsov, E.A.
    et al.
    Shubnikov Institute of Crystallography, Moskva.
    Kazakov, S.M.
    Moscow State University, Moskva.
    Belikov, V.V.
    Moscow State University, Moskva.
    Makarova, I.P.
    Shubnikov Institute of Crystallography, Mosva.
    Arpaia, R.
    Chalmers University of Technology.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education. Chalmers University of Technology.
    Lombardi, Floriana
    Chalmers University of Technology.
    Investigation into the growth and structure of thin-film solid solutions of iron-based superconductors in the FeSe0.92-FeSe0.5Te0.5 system2013In: Crystallography reports (Print), ISSN 1063-7745, E-ISSN 1562-689X, Vol. 58, no 5, p. 735-738Article in journal (Refereed)
    Abstract [en]

    Thin films of FeSe0.92 and FeSe0.5Te0.5 iron chalcogenide superconductors and solid solutions containing these components in different ratios have been grown on the surface of LaAlO3 (10 1¯ 2) crystals by pulsed laser deposition. Films of solid solutions have been deposited by simultaneous laser ablation from two targets of the FeSe0.92 and FeSe0.5Te0.5 stoichiometric compositions onto one substrate. An X-ray diffraction study of the film structure shows that the films grown are epitaxial and their lattice parameters regularly vary with the ratio of the deposited components, which was controllably varied by changing the ablation intensities from the targets.

  • 57.
    Stepantsov, Evgeny
    et al.
    Shubnikov Institute of Crystallography, RAS, Moskva.
    Kazakov, S.M.
    Moscow State University.
    Belikov, V.V.
    Moscow State University.
    Makarova, I.P.
    Shubnikov Institute of Crystallography, RAS, Moskva.
    Arpaia, R.
    Chalmers tekniska högskola.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education. Chalmers tekniska högskola.
    Lombardi, Floriana
    Chalmers tekniska högskola.
    Ablation replacement of iron with Co, Mn, Ni, and Cu during growth of iron-based superconductor films in the Fe0.9M0.1Se0.92 system2014In: Crystallography reports (Print), ISSN 1063-7745, E-ISSN 1562-689X, Vol. 59, no 5, p. 739-743Article in journal (Refereed)
    Abstract [en]

    Thin films of ironbased chalcogenide superconductors FeSe0.92, with iron partially replaced (atleast up to 10 at %) by elements such as cobalt, nickel, manganese, or copper, have been grown on the surfaceof (10 2) LaAlO3 crystals. Growth is performed by the laser ablation of a target prepared in the form of aceramic pellet by hightemperature synthesis and the sintering of preliminarily pressed stoichiometric mixture of powders. Iron in these ceramics is replaced with an alloying metal by no more than 3 at %. The rest(7 at %) of the metal is in the form of precipitates of other phases. Xray diffraction analysis of the grown filmshas shown that they are singlecrystal and free of any precipitates of other crystallographic orientations andphases. This is evidence of the complete (10 at %) replacement of iron with a doping metal in the film structure. This circumstance indicates that the synthesis of components occurs more actively and completely during laser ablation (than in solidphase chemical reactions) as a result of the transformation of multicomponent target material into plasma. Thus, one can fabricate film materials in a wider range of chemical compositions than in the form of solidphase synthesized ceramics.

  • 58.
    Svahn, Rebecka
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Utomhusvistelsens nöjen, rättigheter och skyldigheter: Kunskap hos elever i årskurs 5 om allemansrätten2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this survey study is to investigate what knowledge 11-12-year olds have regarding the Swedish right of public access. The study also investigates what can affect the student’s knowledge of the right to public access and if their interest in nature affect their knowledge.

    206 students participated in this study from 7 different schools, all of them are from the southern parts of Sweden. The schools are from different areas of the region represented by big city schools, a suburban school, schools close to a big city and countryside schools. The results show that the pupils enjoy spending time in nature. Nature according to the pupils are forests, lakes and fields. The pupils like to bicycle, hiking and jogging. The pupils had good knowledge of the Swedish right to public access, the parts that the students had least knowledge was about the fishing rights in Sweden’s five largest lakes and if you can use somebody else’s bridge.  The results also show that pupils from the countryside schools have some more knowledge of the Swedish right of public access than pupils from the other schools.

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  • 59.
    Svantesson, Pär
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Naturvetenskap – en naturlig del av förskolan?: En kvantitativ studie kring förskollärares upplevelser av uppnåendet av de naturvetenskapliga målen2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Med anledning av att riksdagen år 2010 fastslog en ny läroplan för förskolan, Läroplan för förskolan 98 reviderad 2010, Lpfö 98 (rev. 2010), där målen kring naturvetenskap inom förskolan skärptes ställdes även högre krav på förskollärare. Istället för ett natur-vetenskapligt mål blev det nu tre mål som förskolan skulle sträva efter att uppnå. Denna studie syftar till att undersöka huruvida personal i förskolverksamheten upple-ver sig kunna uppnå målen i Lpfö 98 (rev, 2010). Vad de anser är viktiga argument för naturvetenskap i förskolan samt vad de tror är anledningen till att tidigare studier visat på att undervisningen inom naturvetenskap inom förskolan är bristfällig. I denna kvan-titativa studie har författaren riktat sig till både kommunala och privata förskolor i Jön-köpings kommun för att där samla in enkäter. Studien visar bland annat att cirka 60 % av förskollärarna inte anser sig ha tillräckliga kunskaper och metoder för att på egen hand kunna nå upp till de naturvetenskapliga målen i Lpfö 98 (rev, 2010). Detta resul-tat kan, enligt studien, sägas ha flera olika förklaringar, vilket påvisar svårigheterna med att kunna nå upp till vissa mål i Lpfö 98 (rev, 2010).

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  • 60.
    Öster, Lars
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Andersson, Kjell
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Vad vet 13-åringar om hållbar utveckling?: en intervjustudie av elever i årskurs 62012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Titel:

    Vad vet 13-åringar om hållbar utveckling, en intervjustudie med elever i årskurs

    sex.

    Hållbar utveckling (HUT) innefattar de sociala-, ekologiska- och ekonomiska dimensionerna,

    vilket har gjort att hela samhället i dag berörs av hållbarhetsfrågor. Forskningen pekar på vikten

    av att ge kommande generationer möjligheter att möta hållbarhetsfrågorna på ett effektivt sätt.

    Syftet med den här studien är att undersöka vad trettonåringar vet om hållbar utveckling. Vi

    intervjuade 22 elever i tre olika skolor varav en skola har fått utnämningen en skola för HUT.

    Vi delade in vårt material från våra intervjuer i tre kategorier av uppfattningar. En av kategorierna

    har fått rubriken att bevara jorden som den är för kommande generationer. En annan kategori

    har rubricerats, konkreta miljöfrågor. Den tredje kategorin har fått rubriken sociala dimensioner.

    Undersökningen visar att trettonåringars uppfattningar skiljer sig åt om vad de vet om HUT. En

    del av eleverna ser kopplingen mellan HUT och miljön. Andra tänker långsiktigt och menar att

    vi måste tänka på kommande generationer när det gäller våra naturtillgångar medan en annan

    grupp av elever tänker på hur andra människor har det i andra delar av världen. Den största påverkanseffekten

    på de här eleverna tycks föräldrarna ha haft. De uttrycker att skolan inte i så

    hög grad påverkat dem i deras förhållningssätt till HUT.

    Genom vår undersökning kan vi dra slutsatser om att frågorna om HUT bör få en framskjuten

    roll i skolan. Detta för att eleverna skall förstå vikten av de egna handlingarna och att de spelar

    en stor roll för kommande generationer.

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  • 61.
    Östklint, Olle
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Johansson, Sverker
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Fysik för lärare2012 (ed. 1)Book (Other (popular science, discussion, etc.))
12 51 - 61 of 61
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