Change search
Refine search result
12 1 - 50 of 61
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Handlingskompetens för hållbar utveckling: Tre berättelser om vägen dit2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study at hand is to develop knowledge about the process of developing action competence for sustainable development. The overall research question explored is: How do young people experience that they have developed aspects of action competence forsustainable development?

    For the purposes of this study, action competence for sustainable development is defined as willingness and capability to act for changes in individual life style, as well as for structural changes of society, in a way that includes responsibility for present and future generations,globally.

    Life-world phenomenology provides the theoretical foundation of the study. Through purposive sampling, individuals have been found who, through different action strategies, engage in sustainability issues as for example climate change, bio-diversity and social justice. From a larger sample, three young adults have been selected for several life storyinterviews. Data has been analyzed and interpreted by use of narrative methodology.

    The result is presented as three stories, presented as thick descriptions, through whichthe winding paths towards aspects of action competence, as experienced, appear. This is followed by an integrative analysis presenting six themes that have emerged in theanalyses as relevant in the process of developing action competence for sustainable development: emotional reactions; perceived competence; contrasts and normative foundation;action permeation; trust and faith from adults and in adults; and social belonging in contrastto outsidership. Major motives and driving-forces for sustainability actions that emerge inthe stories are: emotional reactions initiating a desire for change and a desire to act; longingfor meaningfulness; a desire to feel comfortable with what you can contribute; and longing for belongingness. The findings are discussed in relationship to previous research and a modelof a possible way to develop aspects of action competence for sustainable development is introduced.

    This dissertation is part of a project supported by Formas, The Swedish Research Council for Environment, Agricultural Sciences and Spatial Planning.

  • 2.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Pathways to Action Competence for Sustainability - Six Themes2013In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 44, no 2, p. 116-127Article in journal (Refereed)
    Abstract [en]

    What promotes action competence for sustainability? This question is phenomenologically explored through researching in depth the life stories of three Swedish young adults who for several years have limited their own ecological footprints, led environmental initiatives of activist character, engaged in ecosystem protection, and participated in advanced non-activism in the public sphere. Narrative analyses of their life stories have resulted in six common themes: emotions creating a desire to change conditions; a core of values and contrasting perspectives; action permeation; feeling confident and competent with what one can contribute; trust and faith from and in adults; and outsidership and belongingness.

  • 3.
    Almers, Ellen
    et al.
    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.
    Forest gardens - places for children to connect with nature in times of urbanization2015Conference paper (Refereed)
  • 4.
    Almers, Ellen
    et al.
    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.
    Gratis läromedel i biologi grumlar begreppen2015In: Lärarnas tidning, ISSN 1101-2633, no 2015-02-25Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Wickenberg, Per
    Lunds universitet.
    Breaking and making norms - Young people’s stories of consumption actions for sustainable development2008In: Values and democracy in education for sustainable development: contributions from Swedish research / [ed] Johan Öhman, Malmö: Liber, 2008, p. 165-186Chapter in book (Other academic)
  • 6.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Östklint, Olle
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Naturvetenskap som allmänbildning - lärarutbildare prioriterar i stoffträngseln2003Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I debatten om den naturvetenskapliga undervisningen i grundskolan framförs flera möjliga orsaker till att elever under grundskolans senare år tappar intresset för naturvetenskapen. En av dem är stoffträngseln, ett fråga som länge varit aktuell.

    Vår frågeställning har varit: Vilken bild ger lärarutbildare inom det naturvetenskapliga fältet av den viktigaste ”kärnan” av naturvetenskaplig bildning - den kärna som de allra flesta elever bör ha med sig från grundskolan?

    Vi har gjort intervjuer med sju lärarutbildare med olika ämnesbakgrund. Intervjuerna har analyserats genom att vi har kopplat de naturvetenskapliga begrepp de intervjuade nämnt till uppnåendemål för skolår 9. Detta har gett oss en bild av hur intervjupersonerna prioriterar i förhållande till grundskolans kursplanemål för ämnesområdet.

    Några kursplanemål, t ex. kemins ”- ha kunskap om några grundämnen, kemiska föreningar och kemiskt-tekniska produkter.”  har funnits med i många intervjuer och andra,  t ex biologins ”- ha kunskap om vad befruktning innebär” helt har utelämnats. Den naturvetenskapliga kärnan beskrivs ofta utifrån förklaringsmodeller och naturvetenskapens användning i den demokratiska processen.

  • 7.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Nordén, Birgitta
    Lunds universitet.
    Hansson, Birgit
    Lunds universitet.
    Global learning for sustainable development in higher education: Recent trends and a critique2009In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 10, no 4, p. 368-378Article in journal (Refereed)
  • 8.
    Askerlund, Per
    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.
    Forest gardens – new opportunities for urban children to understand and develop relationships with other organisms2016In: Urban Forestry & Urban Greening, ISSN 1618-8667, E-ISSN 1610-8167, Vol. 20, p. 187-197Article in journal (Refereed)
    Abstract [en]

    This case study explores a learning situation in a forest garden in Sweden. A forest garden is an edible polyculture landscape with different layers of mostly perennial vegetation. The forest garden is designed to maximize the yield of useful plants while minimizing the input of energy and resources, including human labour. Forest gardens may offer learning situations that contextualize interconnectedness and relations between organisms as well as situations that are beneficial for evaluative development (Kellert, 2002), i.e. the development of values, beliefs and moral perspectives in children.

    Twenty-seven seven to eight year old primary school children were followed in the first six months of a three year project in which they participated in developing a forest garden. The aim of the study is to investigate how the children reason with respect to different organisms’ dependence on and relations to each other, themselves included. Specifically:

    • How do the children describe their own relationships with other organisms, as well as the relationships between other organisms in the forest garden?
    • What values of nature are expressed by the children, and in relation to which situations in the forest garden?

    Data were collected in the form of field notes, audio and video recordings and photos from the children’s visits to the forest garden. The photos were used for stimulated recall in focus group interviews. The data were analysed using a combination of qualitative content analysis (Patton, 2002) and semi-quantitative methods.

    The children in the study presented a unidirectional perspective about the relationship between themselves and the organisms, especially the insects, in the forest garden. Rather than asking what these organisms can do for me/us, they pose the question: What can I/we do for the bugs/plants/ bees?  

    The humanistic values, expressed by the children as a willingness to help other organisms (mostly insects) are in line with the explicit aims of the former curriculum for Biology to “promote care and respect for nature”. We should note that these humanistic values are no longer explicitly stated in the current curriculum. It is striking that the anthropocentric ecosystem services perspective (introduced in the current curriculum from grade 4), is so rare in the data. The children seldom mentioned the benefits for humans from insect pollination, even though this relationship is clearly stated by the pedagogues together with humanistic values.

     In observations, the children showed a great deal of curiosity for the natural environment (naturalistic value) as well as joy and enthusiasm about participating in the different activities that took place in the forest garden. Aesthetic values were expressed in relation to flowers, cones, berries, a snail’s shell etc.

    This study shows that forest gardens have the potential to be places where children can connect emotionally and cognitively to other organisms.

  • 9.
    Askerlund, Per
    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.
    Hyltse-Eckert, Yvonne
    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, Sustainable Development and Science education.
    Kjellström, Sofia
    Jönköping University, School of Health Science.
    The Nordic forest garden: An educational opportunity for learning about ecological and emotional relationships between organisms2014In: Education for sustainable development: only big words for politicians or a responsibility for education workers?, 2014Conference paper (Refereed)
    Abstract [en]

    Ecosystem services as a perspective on ecological processes is highlighted in the new  curriculum for Biology in years 4-9 in Sweden. The ecosystem service-approach implies  an anthropocentric perspective in education and  an unidirectional view on the purpose and value of other organisms than humans. This study is part of a larger project exploring an educational situation in which 27 seven to eight year-olds participate in creating mini-projects in a forest garden in order to strengthen ecosystem services such as pollination. A forest garden is an edible polyculture landscape with different layers of vegetation. The forest garden is designed to maximise the yield of useful plants while minimizing the input of energy and resources, human labor included (Crawford, 2009). While planning for and establishing a forest garden there is a need to adapt to specific local conditions. The ground must be prepared  in a way that makes best use of the solar energy and waterflow through the area and the plants should be placed so that they promote each another.  This demands reflection and knowledge about relationships between different kinds of plants but also about relationships between plants and animals. The aim of this substudy is to describe how the children perceive their own relationships to other organisms, as well as how they perceive the relationships between different other organisms. This is investigated in focus group interviews  with seven to eight year-olds. Also field notes, video recordings and photos from the children's visits in the forest garden have been collected. The videos and photos have been used for stimulated re-call (Stough, 2001) in a second focus group interview. The data will be analyzed qualitatively (Patton, 2002). In addition to providing insights about the children's perceptions, the project will give examples of  how a Nordic forest garden can be used in an educational context. Preliminary findings show cognitive/emotional/moral/ themes describing how children perceive relationships between organisms.

  • 10.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Att förebygga stora översvämningar: reflektioner om språk och mening i ett flerspråkigt och interdisciplinärt sammanhang2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 4, p. 354-373Article in journal (Refereed)
    Abstract [sv]

    Artikeln redogör för en intervjustudie som gjordes med 15 internationella studenter på ett mastersprogram med inriktning mot hållbar utveckling, där undervisningen ägt rum på engelska. Studenterna frågades i individuella intervjuer på engelska hur de ansåg att stora översvämningar kunde förebyggas. En intentional-expressiv dialogstruktur anpassades till att innefatta frågor om hur nyckeluttryck i deras svar kunde uttryckas på studenternas modersmål. Studenterna fick sedan jämföra och kontrastera uttryckssätten och betydelserna som de använt i sina förklaringar, på engelska och på modersmålet. Deras skiftande språkliga och ämnesmässiga bakgrund speglades generellt genom en bred variation i uppfattningarna av frågeställningen, och i studenternas reaktioner till intervjusituationen. Resultaten visar att dialogstrukturen dessutom fick många av studenterna att inkludera andra aspekter i sina förklaringar, när frågan om uttryck och innebörder på modersmålet infördes, än när de först förklarat enbart på engelska.

  • 11.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Opening for tensions in understanding: How students' mother tongue and personal experience can be used to stimulate reflection on complex phenomena2012Conference paper (Refereed)
    Abstract [en]

    The paper presents a new analysis of interview material from an earlier study of international Masters students’ language use and expression of understanding of complex phenomena in the area of environmental studies. The intentional-expressive dialogue format was used, and the question of preventing major flooding served as a starting point for the discussions. While the earlier study focused students’ responses to the different questions in the dialogue format, here micro-process analysis is used to investigate processes of change in the way the phenomenon was approached that took place in the course of the dialogues. The processes of change are related to how the students expressed their understanding of how flooding can be prevented in English, compared to how they would express it in their mother tongue. Three main categories were found: No change; Some change; No translation possible. Results suggest that when tensions and inconsistencies appeared in how the question was treated in the different languages, students were stimulated to reflect further and find expanded or alternative ways of understanding the phenomenon.

  • 12.
    Avery, Helen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Nordén, Birgitta
    Malmö högskola.
    Within, above, between or outside?: ESD in teacher training : implications of various institutional constructions2015Conference paper (Refereed)
    Abstract [en]

    Introduction: Theoretically, ESD is variously construed as inter- or transdiscipline. Despite divergences (Barth & Michelsen 2013; Lundholm 2011; Shallcross & Robinson 2007), a consensus exists in acknowledging fundamental complexities (Gough 2012), engagement and action-oriented learning (Sterling 2011; Wiek, Withycombe & Redman 2011).

    Objectives: The study looks at teacher education, considering the ways ESD-oriented knowledge, competencies and approaches are situated within pathways and curricula. The organization of teacher education (Rauch & Steiner 2013; UNESCO 2005; Wals 2014) is crucial, since it ultimately affects the potential for transdisciplinary development in schools. It is argued that the meaning of ESD in higher education is shaped by specific institutional structures, and the vocational contexts and practices the courses are oriented towards. With respect to teacher training, the meaning of ESD is additionally shaped by policy and steering documents regulating the profession.

    Methods: Policy documents and course descriptions relating to teacher education from two Swedish universities and four Danish institutions are investigated.  Aspects focused here are: sustainability awareness, democratic deliberation, transdisciplinarity, working with complexity, problem-solving, boundary-crossing cooperation, action preparedness. Attention is also given to how the teacher training environments relate institutionally to wider academic contexts, and to how ESD oriented teacher competencies are formally described in terms of learning outcomes, requirements and qualifications

    Results: At a macro-level, a fairly positive picture of the position of HESD in northern Europe emerges (see ue4sd outcomes). Looking more specifically at teacher training, however, our study suggests that sustainability concerns are still marginal. Focus lies on subject-specific knowledge, and sustainability mainly appears as an isolated aspect of natural science education. Knowledge is constructed through assessment practices that tend to standardise, simplify and fragment understanding of complex interrelationships. Academic writing skills are emphasised to the detriment of transdisciplinarity and action-oriented capabilities.

    Conclusion: At an institutional level, economic steering and criteria for operationalising academic excellence tend to drive towards increased compartimentalisation. Importantly, the way learning is operationalised through modularisation of teaching provisions, constructive alignment of curricula and highly formalised assessment practices appears to limit transformative potentials for greening HESD curricula.

    Although the wider academic environments contain sophisticated research groups in the area of sustainability studies, there are very few institutional points of contact with teacher training programmes. Finally, the separation between academic and vocational tracks in Denmark further increases the institutional distance between teacher training and sustainability-oriented academic research.

  • 13.
    Avery, Helen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Wihlborg, Monne
    Lunds Universitet.
    Ten years on: Curricular quandaries for the Roskilde model in the Bologna period2015Conference paper (Refereed)
  • 14.
    Bielecki, Johan
    et al.
    Chalmers tekniska högskola, Göteborg.
    Rauer, Ralf
    Chalmers tekniska högskola, Göteborg.
    Zanghellini, Ezio
    Chalmers tekniska högskola, Göteborg.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Dörr, Katherine
    Institut für festkörper- und werkstofforschung, Dresden.
    Börjesson, Lars
    Chalmers tekniska högskola, Göteborg.
    Two-component heat diffusion observed in LaMnO3 and La0.7Ca0.3MnO32010In: Physical Review B Condensed Matter, ISSN 0163-1829, E-ISSN 1095-3795, Vol. 81, no 6, p. 064434-Article in journal (Other academic)
    Abstract [en]

    We investigate the low-temperature electron, lattice, and spin dynamics of LaMnO3 (LMO) and La0.7Ca0.3MnO3 (LCMO) by resonant pump-probe reflectance spectroscopy. Probing the high-spin d-d transition as a function of time delay and probe energy, we compare the responses of the Mott insulator and the double-exchange metal to the photoexcitation. Attempts have previously been made to describe the subpicosecond dynamics of colossal magnetoresistance manganites in terms of a phenomenological three-temperature model describing the energy transfer between the electron, lattice, and spin subsystems followed by a comparatively slow exponential decay back to the ground state. However, conflicting results have been reported. Here we first show clear evidence of an additional component in the long-term relaxation due to film-to-substrate heat diffusion and then develop a modified three-temperature model that gives a consistent account for this feature. We confirm our interpretation by using it to deduce the band gap in LMO. In addition, we also model the nonthermal subpicosecond dynamics, giving a full account of all observed transient features both in the insulating LMO and the metallic LCMO.

  • 15.
    Brag, Ingela
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Johansson, Lisa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Ett klassrum för alla: Skolträdgården och skogen som pedagogiskt verktyg2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie var att undersöka vilka effekter forskning visar att

    undervisning i skolträdgård och skogsmiljö har för inlärningen hos elever i grundskolan,

    med fokus på elever med särskilda behov. Studien bygger på nationell och internationell

    forskning i form av artiklar, doktorsavhandlingar, forskningsrapporter och en

    masteruppsats. 

    Det krävs ett bra kollegialt samarbete och stöd från skolledningen då det kommer till

    arbetet med en skolträdgård. Vår studie visar att lärarens egna osäkerhet kring odling och

    huruvida hen har de rätta ämneskunskaperna som krävs för att undervisa där ibland utgör

    ett hinder. Resultatet visar dock att undervisning i skolträdgård och skogsmiljö, där

    eleverna själva får vara medskapande, ökar deras koncentrationsförmåga samt stärker

    deras begreppsförmåga. Genom ett laborativt och undersökande arbetssätt i grupper övar

    eleverna på att samarbeta och kommunicera med sina klasskamrater. De kan då dela med

    sig av sina egna erfarenheter vilket skapar möjligheter till ny kunskapsinhämtning.

    Koncentrations- och självkontrollsförmågan ökar väsentligt hos elever med särskilda

    behov, vilket i sin tur ger dem en större chans att klara deltagande i grupp. Då arbetet i till

    exempel en skolträdgård blir belönat med en vacker blomning eller fina grönsaker stärks

    elevers självkänsla. Vår studie visar att denna positiva känsla sedan följer med eleverna in

    i det traditionella klassrummet.

    Vår slutsats är att elevers lärande gynnas av praktiskt arbete i skolträdgård och

    skogsmiljö. Möjligheten att inkludera samtliga elever i arbetet med en skolträdgård ser vi

    som ett starkt argument till att använda sig av denna undervisningsmetod. 

  • 16.
    Brucas, Rimantas
    et al.
    Uppsala University.
    Hanson, Maj
    Chalmers University of Technology, Göteborg.
    Apell, Peter
    Chalmers University of Technology, Göteborg.
    Nordblad, Per
    Uppsala University.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Hjörvarsson, Björgvin
    Uppsala University.
    Tunneling and charging effects in discontinuous superparamagnetic Ni81Fe19/Al2O3 multilayers2010In: Physical Review B Condensed Matter, ISSN 0163-1829, E-ISSN 1095-3795, Vol. 81, no 22, p. 224437-Article in journal (Other academic)
    Abstract [en]

    The magnetic and transport properties of films based on discontinuous layers of Ni81Fe19 (Py) embedded inAl2O3 were investigated. In films with nominal Py thicknesses 6 and 8 Å superparamagnetic particles withmedian diameters Dmed=2.8 and 3.1 nm and distribution widths s_D=1.2 and 1.3 nm were formed. Current-voltage (IU) curves were measured with the current perpendicular to the film plane. The analyses show that thecharge transport occurs via tunneling; with the charging energy supplied by thermal fluctuations at hightemperature, T>100 K, and by the electric field at low temperature, T<10 K. The separation of the tworegimes allows independent estimates of the mean charging energy <EC>~40 meV for both samples; from theresistance R versus T analyzed in an effective-medium model at high temperature and from I versus U at 4 K.In order to obtain a consistent description of the transport properties, the size distributions must be included toaccount for the deviation from the single size behavior R~exp(EC/kBT) at high T. The scaling parameter inthe relation I \propto (U/Uth−1)^g, where Uth is the threshold for conduction, is estimated to g~2 at 4 K. The superparamagneticrelaxation of the particles becomes blocked below a temperature T~20 K respective 30 K for 6and 8 Å. The magnetic field (B) dependence of the resistance R(B) displays a single maximum of the ratio MR=[R(B)−R(2 T)] /R(2 T) in zero field at room temperature and a characteristic splitting of the peak at 4K, attributed to the blocking. The maxima, ~0.9% for 6 Å and 1.1% for 8 Å, are positioned at fields abouta factor of two to three higher than the coercive fields of the samples

  • 17.
    Butros, Simon
    et al.
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Lager, Tim
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Plussummespela hela vägen till hållbar utveckling – En studie om ”Europas grönaste stad”: Hur Internationella samarbeten driver hållbar utveckling framåt i staden. 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The environmental threat is a stressing concern which must be addressed immediately. The urbanization has been growing in a rapid pace the past years. Today, more than 50 percent of the world’s population lives in cities, and the forecast tells us that it will increase to 70 percent in 2050. This puts pressure on actors like states, organizations, companies, and municipalities who must work to meet the urbanization immediately. The UN, the EU and WWF amongst others advocates that international cooperation between these actors is the best way to go, and that cities must be prepared for the problem that occurs today and the challenges for tomorrow. In spite of this, there is no substantial research on this topic, on what international environmental cooperation between cities could mean to a city or what the results could be. Växjö is one of few Swedish cities who work internationally with local as well as global ecological sustainable development. This study intends to discover the international cooperations in the topic of environmental sustainable development in the city in Växjö. The purpose is to see what impact the international cooperations have in the environmental work of Växjö, and to see whether environmental sustainable development is being urged on by international collaborations. By using a positive–sum game as a theoretical starting point, a case–study has been conducted, where interviews were made with representatives from Växjö municipal. The result of the study shows that the effects Växjö has obtained through these cooperations, do promote environmental sustainable development. If the collaborations take the form of a positive–sum game, all actors benefit from it and the environment as well. Since the international cooperations bring exchange of knowledge and sometimes external financial means to put into different projects, the city’s environmental sustainable development improves.

  • 18.
    Demidov, V.V.
    et al.
    Institute of Radio Engineering and Electronics, Russian Academy of Sciences.
    Ovsyannikov, G.A.
    Institute of Radio Engineering and Electronics, Russian Academy of Sciences.
    Petrzhik, A.M.
    Institute of Radio Engineering and Electronics, Russian Academy of Sciences.
    Borisenko, I.V.
    Institute of Radio Engineering and Electronics, Russian Academy of Sciences.
    Shadrin, A.V.
    Institute of Radio Engineering and Electronics, Russian Academy of Sciences.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education. Chalmers University of Technology.
    Magnetic anisotropy in strained manganite films and bicrystal junctions2013In: Journal of Applied Physics, ISSN 0021-8979, E-ISSN 1089-7550, Vol. 113, no 16, p. 163909-163909-10Article in journal (Refereed)
    Abstract [en]

    Transport and magnetic properties of La0.67Sr0.33MnO3 (LSMO) manganite thin films and bicrystal junctions were investigated. Epitaxial manganite films were grown on SrTiO3, LaAlO3, NdGaO3 (NGO), and (LaAlO3)0.3 + (Sr2AlTaO6)0.7 substrates, and their magnetic anisotropy were determined by two independent techniques of magnetic resonance spectroscopy. It was demonstrated that by using these techniques, a small (0.3%) anisotropy of crystal structure at the (110) surface plane of the orthorhombic NGO substrate leads to uniaxial magnetic anisotropy of the films in the plane of the substrate at least at the room temperature. It was found that on vicinal NGO substrates, the value of magnetic anisotropy strength can be varied in the range 100–200 Oe at T = 295 K by changing the substrate vicinal angle from 0° to 25°. Measurement of the magnetic anisotropy of manganite bicrystal junction demonstrated the presence of two ferromagnetic spin subsystems for both types of bicrystal boundaries with tilting of basal plane of manganite tilted bicrystal (TB-junction) and with rotation of crystallographic axes (RB-junction) used for comparison. The magnetoresistance of TB-junctions increases with decreasing temperature and the misorientation angle. Variation of bicrystal misorientation angle does not lead to change of misorientation of easy magnetic axes in the film parts forming TB-junction. Analysis of the voltage dependencies of bicrystal junction conductivity show that the low value of the magnetoresistance for the LSMO bicrystal junctions can be caused by two scattering mechanisms. The first one is the spin-flip of spin-polarized carriers due to the strong electron-electron interactions in a disordered layer at the bicrystal boundary at low temperatures and the second one is spin-flip by antiferromagnetic magnons at high temperatures.

  • 19.
    Erntoft, Josefin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Lärares upplevelser av undervisning om hållbar utveckling i de naturorienterande ämnena i årskurs 4-6.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We often meet news today in media about climate change, plastic in the sea and overconsumption. Therefore, it is very relevant to teach sustainable development in the Swedish schools to give students the best possible prerequisite to manage all the information available and creating action competence.

    Therefore, the purpose of this study is to find out how teachers perceive on education for sustainable development in schools and what they would like to develop in this area. I have studied this with semistructured interviews, which were then analyzed using the thematic analytical method.

    The result showed that the teachers saw both difficulties and opportunities in teaching sustainable development. They considered it important that the students gained sufficient knowledge in order to be able to create action competence so that the students feel they can make a difference. Teachers also felt that they needed to ensure that more inclusive and practical work in the field of sustainable development was taught so that the students would feel that their own initiative was important.

    The result also showed that the teachers felt that interdisciplinary work was very important in the teaching of sustainable development, but that it was a difficulty to get such teaching to fit inside the schedule, but that it is a development area that would need to be improved.

    Finally, the result showed that the teachers felt that the teacher's own interest influenced how much they were teaching about sustainable development.

  • 20.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Anisotropic spin-orbit interaction revealed by in-plane magnetoresistance in single-oriented SrRuO3 thin films2012In: Physical Review B. Condensed Matter and Materials Physics, ISSN 1098-0121, E-ISSN 1550-235X, Vol. 85, no 23, article id 235409Article in journal (Refereed)
    Abstract [en]

    A detailed analysis of the in-plane magnetoresistance anisotropy in single orientation thin filmSrRuO3 grown on (001)SrTiO3 is presented. The resistivity is measured in strips along [001], [¯110]and [¯11¯1] with in-plane rotating magnetic field. The data show new details in the transfer fromnegative to positive magnetoresistance when the field is rotated in the plane. They show that themagnetoresistance is anisotropic with respect to the crystalline directions rather than with respectto the direction of the current. The data suggest an anisotropic spin-orbit interaction, and canpossibly be a sign of in-plane weak anti-localization.

  • 21.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    The model of the particle nature of matter in science and science education2014Conference paper (Refereed)
    Abstract [en]

    The model of the particle nature of matter has been one of the fundaments in science and science education. This model describes matter as being composed of small hard solid entities - particles - often known as atoms and molecules, clinging to each other or moving around in empty space. However, from a scientific point of view there are problems with this model; for instance, quantum mechanics describes atoms as having both particle as well as wave properties implying that the entities are neither hard nor solid. The particle nature of matter model is also facing problems within science education. Students’ conceptions of the concept of particle appears to be limited.

    In this talk I will describe how science teachers’ understanding of the model of the particle nature of matter is limited too. Eleven secondary school science teachers were interviewed about their arguments for the particle nature of matter. Although the teachers appears to have an epistemological understanding of the concept of models in science they give vague arguments for the particle nature of matter model. Particularly, they have problems justifying the model from specific experiments. The model of the particle nature of matter is discussed in the light of these interview data, but also in the light of historical arguments and verifications of the model.

  • 22.
    Gunnarsson, Robert
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Kalabukhov, Alexei
    Chalmers tekniska högskola.
    Winkler, Dag
    Chalmers tekniska högskola.
    Evaluation of recipes for obtaining single terminated perovskite oxide substrates2009In: Surface Science, ISSN 0039-6028, E-ISSN 1879-2758, Vol. 603, no 1, p. 151-157Article in journal (Refereed)
    Abstract [en]

    We have re-assessed different methods to obtain single terminated perovskite oxide substrate surfaces of SrTiO3, LaAlO3 and NdGaO3. The surfaces have been probed by a combination of atomic and lateral force microscopy, X-ray photoelectron spectroscopy and reflection high-energy electron diffraction. (0 0 1)SrTiO3 surfaces were prepared with HF or plasma etching and annealing, (0 0 1)LaAlO3 surfaces were prepared with or without HCl etching and a consecutive annealing at 750–1100 °C, and (1 1 0)NdGaO3 surfaces were only annealed. Two of the recipes have previously been suggested to result in A-site terminated surfaces. However, except for the case of high-temperature annealed LaAlO3 where we observe a double-terminated surface, our data suggest that the single terminated surfaces obtained by these methods were of B-site type.

  • 23.
    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)
  • 24.
    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)
  • 25.
    Hård, Sofia
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Svensson, Amanda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Utomhuspedagogik: En litteraturstudie om en naturlig lärmiljö2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie är att skapa en bild av vilken påverkan utomhuspedagogik har på undervisningen. Studier visar att lärare och pedagoger upplever utomhuspedagogik som främmande och obekvämt, och irrelevanta argument hör till vanligheten. Detta trots att forskning visar på att elever utvecklas positivt både socialt och kunskapsmässigt ute i naturen. Metoden vi använt oss av är en kvalitativ litteraturstudie där forskning från främst Sverige har analyserats. Vi valde framförallt svensk forskning då vårt intresse varit den svenska skolan och dess läroplan. I läroplanen står det att undervisningen ska anpassas efter varje enskild individs behov och erfarenheter. Utomhuspedagogik kan vara en sådan anpassning och resultatet vi fått fram pekar på att arbetssättet till störst del gynnar elevernas utveckling, både socialt och kunskapsmässigt. Både det sociokulturella- och det konstruktivistiska perspektivet av lärande talar för att utomhuspedagogik kan vara till stor fördel när det gäller kunskapsinhämtning för elever. Samhället blir allt mer mångkulturellt och detta syns även i klassrummet där det talas mer än bara ett språk. Vår studie prövar därför även hur utomhuspedagogik kan vara stöd vid integrering av nyanlända elever med bristande kunskaper i svenska språket.

    Slutsatsen är att lärare måste bli medvetna om utomhuspedagogikens fördelar. Att använda sig av naturen som redskap gynnar såväl den enskilda eleven som hela gruppen. Studien avslutas med en diskussion där resultatet jämförs med de tidigare erfarenheter och kunskaper vi har. Resultatet vi erhållit har gjort att vi båda funnit ett intresse för utomhuspedagogik och vi hoppas kunna applicera detta på vår framtida roll som lärare i årskurs 4–6. 

  • 26.
    Ingela, Brag
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Elever användning och uppfattningar om en skolträdgård: en enkätstudie med elever i årskurs 4-62018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study is to   investigate what role the school garden at a school in Sweden has for the   pupils in grades 4-6. The study discusses whether the pupils know there is a   school garden and to which extent they consider themselves having the   possibility to visit it during the schooldays. It also discuss which   possibilities the pupils think they have to get education in the school   garden.

    The theoretical foundation of this   study is John Dewey and his statement Learning   by doing, knowing by doing. Based on a quantitative approach, a survey   was carried out and the result of this study is based on the data from the   survey. All of the respondents are pupils in grades 4-6 at the significant   school.

    The result of the study shows that   many of the pupils choose to visit the school garden during their school   breaks. The pupils think that they do not get enough opportunities to visit   or get education in the school garden during the schooldays. The result also   shows that the pupils would like to get more education in the garden, and   they have many ideas about how that could be done.

    According to the pupils, the   school has a school garden that the educators at the school could use more in   their teaching than they do today.

  • 27.
    Johansson, Lisa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    "Möjlighet till odling för alla dem som inte har den möjligheten hemma": En enkätstudie om hur skolträdgården används i det pedagogiska arbetet på en skola i södra Sverige2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 28.
    Johansson, Victor
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Måste vi ha lektion inne idag?: En litteraturstudie om utomhuspedagogikens möjlighet till inkludering och ökad koncentration för elever med ADHD2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie är att undersöka vad forskningen har påvisat för samband mellan utomhuspedagogik och elever med diagnosen ADHD. Arbetet har också avsikten att sammanställa sambandet mellan utomhuspedagogik och inkludering för elever med ADHD. En kvalitativ studie av internationell forskning i form av en litteraturstudie har utförts för att besvara arbetets syfte. Litteraturstudien har sin utgångspunkt i utomhuspedagogikens begrepp, varav påverkan av naturmiljön på elever med diagnosen ADHD står i fokus. Litteraturstudiens analys påvisar ett mönster i forskningen på olika positiva effekter hos elever med ADHD där utomhusaktiviteter och naturmiljöer används för att inkludera och öka koncentrationen. I resultatet framkommer det att en majoritet av forskningen påvisar en ökad koncentrationsförmåga till följd av utomhuspedagogik och vistelse i naturmiljöer för elever med ADHD, men även att inkluderingsmöjligheterna kan öka för elever med ADHD. Av studien (resultatet och analysen) går det göra bedömningen att mer forskning behöver göras för att få en helhetsbild av naturmiljöns och utomhuspedagogiken roll som stöd för ökad koncentration hos elever med ADHD och deras möjlighet till att blir inkluderade.

    Ambitionen med litteraturstudien är att vara teoretisk grund för kommande examensarbete, men ska även vara en möjlighet till djupare kunskap inom ämnesområdet för det framtida läraryrket.

  • 29.
    Kalabukhov, Alexei
    et al.
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Boikov, Yuri
    Ioffe Physico-Technical Institute, Sankt Petersburg.
    Serenkov, I. T.
    Ioffe Physico-Technical Institute, Sankt Petersburg.
    Sakharov, V. I.
    Ioffe Physico-Technical Institute, Sankt Petersburg.
    Popok, Vladimir
    Göteborgs universitet, Institutionen för fysik.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Börjesson, Johan
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Ljustina, Nikolina
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Olsson, Eva
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Winkler, Dag
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Claeson, Tord
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Cationic disorder and phase segregation in LaAlO3/SrTiO3 heterointerfaces evidenced by medium-energy ion spectroscopy2009In: Physical Review Letters, ISSN 0031-9007, E-ISSN 1079-7114, Vol. 103, no 14, p. 146101-Article in journal (Refereed)
    Abstract [en]

    Medium-energy ion spectroscopy (MEIS) has been used to study the depth profile and deduce the distribution of possible cationic substitutions in LaAlO3/SrTiO3 (LAO/STO) heterointerfaces. Analysis of La and Sr peaks in aligned and random MEIS spectra indicates that the surface layers of LAO on an STO substrate are not homogeneous and stoichiometric if the film thickness is less than 4 unit cell layers. This is possibly caused by a redistribution of La and Sr at the interface. Kelvin probe force microscopy reveals an inhomogeneous distribution of the surface potential in a 4 unit cell LAO film, indicating micrometer-sized regions of different compositions. Our findings provide a novel view on the microstructural origin of the electrically conductive interfaces.

  • 30.
    Kalabukhov, Alexei
    et al.
    MC2, Chalmers tekniska högskola.
    Claeson, Tord
    MC2, Chalmers tekniska högskola.
    Aurino, Pier Paulo
    MC2, Chalmers tekniska högskola.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Winkler, Dag
    MC2, Chalmers tekniska högskola.
    Olsson, Eva
    Tillämpad fysik, Chalmers tekniska högskola.
    Tuzla, Nicolina
    Tillämpad fysik, Chalmers tekniska högskola.
    Börjesson, Johan
    Tillämpad fysik, Chalmers tekniska högskola.
    Boikov, Yuri
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Serenkov, I.T.
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Sakharov, V.I.
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Volkov, M.P.
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Electrical and structural properties of ABO3/SrTiO3 interfaces2012In: MRS Online Proceedings Library, vol 1454: 2012 MRS Spring Meeting - Symposium HH – Nanocomposites, Nanostructures and Heterostructures of Correlated Oxide Systems, Warrendale, Pa.: Materials Research Society, 2012, p. 167-172Conference paper (Refereed)
    Abstract [en]

    Electrical transport and microstructure of interfaces between nm-thick films of various perovskite oxides grown by pulsed laser deposition (PLD) on TiO2- terminated SrTiO3 (STO) substrates are compared. LaAlO3/STO and KTaO3/STO interfaces become quasi-2DEG after a critical film thickness of 4 unit cell layers. The conductivity survives long anneals in oxygen atmosphere. LaMnO3/STO interfaces remain insulating for all film thicknesses and NdGaO3/STO interfaces are conducting but the conductivity is eliminated after oxygen annealing. Medium-energy ion spectroscopy and scanning transmission electron microscopy detect cationic intermixing within several atomic layers from the interface in all studied interfaces. Our results indicate that the electrical reconstruction in the polar oxide interfaces is a complex combination of different mechanisms, and oxygen vacancies play an important role.

  • 31.
    Kalabukhov, Alexei
    et al.
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Börjesson, Johan
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Olsson, Eva
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Winkler, Dag
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Claeson, Tord
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Effect of various deposition conditions on the electrical properties of LAO/STO hetero interfaces2008In: Journal of Physics, Conference Series, ISSN 1742-6588, E-ISSN 1742-6596, Vol. 100, no 8, p. 082039-Article in journal (Refereed)
    Abstract [en]

    We have examined the effects of partial oxygen pressure and laser energy density on the electrical transport properties of thin LAO films grown on (100) TiO2-terminated SrTiO3 substrates. Films were grown by pulsed laser deposition monitored by in-situ reflection high-energy electron diffraction (RHEED). Layer-by-layer growth, as indicated by clear RHEED oscillations, can be obtained in a wide range of oxygen partial pressures from 10−6 to 5×10−2 mbar. Transmission electron microscopy (TEM) analysis shows that the interface is coherent and atomically sharp for all deposition conditions. The STO substrate is oxygen self reduced at an oxygen pressure of 10−6 mbar and the electrical properties of the interface are dominated by the presence of oxygen vacancies. By increasing the oxygen pressure above 10−4 mbar, the substrate itself is insulating but the interface still shows metallic conductivity. However, the interface becomes insulating at an oxygen pressure of 5×10−2 mbar. We also found that the interface exhibits insulator-to-metal transition by changing the laser fluence during the deposition of the film. The interface prepared at 5×10−2 mbar shows metallic conductivity at high fluence, above 3.5 J/cm2.

  • 32.
    Kalabukhov, Alexei
    et al.
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Winkler, Dag
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Claeson, Tord
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Börjesson, Johan
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Ljustina, Nikolina
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Olsson, Eva
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Boikov, Yuri
    Ioffe Physio-Technocal institute, St. Petersburg.
    Serenkov, I
    Ioffe Physio-Technocal institute, St. Petersburg.
    Sakharov, V
    Ioffe Physio-Technocal institute, St. Petersburg.
    Popok, Vladimir
    Göteborgs universitet, Institutionen för fysik.
    Correlation between cationic defects and electrical conductivity of LAO-STO interfaces2009Conference paper (Other academic)
  • 33.
    Kalabukhov, Alexey
    et al.
    MC2, Chalmers tekniska högskola.
    Claeson, Tord
    MC2, Chalmers tekniska högskola.
    Aurino, Pier Paolo
    MC2, Chalmers tekniska högskola.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Winkler, Dag
    MC2, Chalmers tekniska högskola.
    Olsson, Eva
    Tillämpad fysik, Chalmers tekniska högskola.
    Tuzla, Nikolina
    Tillämpad fysik, Chalmers tekniska högskola.
    Börjesson, Johan
    Tillämpad fysik, Chalmers tekniska högskola.
    Cao, Yu
    Material- och tillverkningsteknik, Chalmers tekniska högskola.
    Nyborg, Lars
    Material- och tillverkningsteknik, Chalmers tekniska högskola.
    Boikov, Yuri
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Serenkov, Igor
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Sakharov, Vladimir
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Volkov, Mikhail
    Ioffe Physio-Technical Institute, St Petersburg, Ryssland.
    Inhomogeneous Microstructure and Electrical Transport Properties at the LaAlO3/SrTiO3 Interface2012In: Japanese Journal of Applied Physics, ISSN 0021-4922, E-ISSN 1347-4065, Vol. 51, no 11, p. 11PG10-Article in journal (Refereed)
    Abstract [en]

    Medium-energy ion spectroscopy (MEIS), scanning transmission electron microscopy (STEM) and X-ray photoemission spectroscopy (XPS) wereused to investigate the composition and microstructure of LaAlO3/SrTiO3 (LAO/STO) interfaces grown by pulsed laser deposition of LAO onTiO2-terminated STO substrates under different oxidizing conditions. MEIS and XPS indicated Sr/La and Al/Ti intermixing within several atomiclayers at all studied interfaces. XPS and STEM revealed that La diffuses deeper than Al. Analysis of the MEIS data suggests inhomogeneouslateral distribution of the diffused elements. This is further supported by the observation of a large positive magneto-resistance at low temperatures. We discuss the role of lateral inhomogeneities on the formation of the electron gas at the LAO/STO interface.

  • 34.
    Karlström, Albin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Mete, Tobias
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Undervisning kring mat och hälsa i de naturorienterande ämnena: En litteraturstudie med fokus på elevers föreställningar kring matspjälkning och näringsupptag2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    De senaste decennierna har TIMMS undersökningar visat att svenska elevers resultat försämrats inom de naturvetenskapliga ämnena. Forskningen menar att möjliga faktorer till dessa resultat kan bero på elevernas inställning till ämnet samt hur undervisningen är utformad. Denna studie syftar till att undersöka litteratur kring elevers föreställningar kring naturvetenskapliga begrepp, med fokus på matspjälkning och näringsupptag, samt hur lärare undervisar om mat och hälsa i naturvetenskap. I studien har internationella och nationella litteraturer behandlats, dessutom har valda lärandeteorier analyserats med fokus på konstruktivismen och det sociokulturella perspektivet. I Studien har vi även behandlat olika undervisningsmetoder verksamma lärare använder sig av för att främja elevernas kunskapsinhämtning. Då studiens metod är en litteraturstudie har vetenskapliga artiklar från olika databaser analyserats och valts ut efter studiens valda syfte.

    Resultatet av vår litteraturstudie visar på att elever har svårigheter att förstå och förklara naturvetenskapliga begrepp. Elever använder sig av vardagsbegrepp när de ska förklara vad som sker i magsäck och tarm. Resultatet visar att elever tillämpar sina tidigare erfarenheter för att förklara matspjälkning och näringsupptag.

    Resultatet innefattar också två lärandeteorier som presenterar deras synsätt och förhållningssätt i de naturvetenskapliga ämnena.

    Resultatet visar även att lärarens kvalité på undervisningen har en stor betydelse för elevernas kunskapsinhämtning. Enligt forskningen är det lärarens egna attityder och kunskaper till ämnet som speglar undervisningen, där det är viktigt att lärare har en korrekt förståelse för det aktuella begreppet. Detta betyder att lärare med hög ämneskunskap och god pedagogisk skicklighet gynnar elevers begreppsförändring. 

  • 35.
    Kjellström, Sofia
    et al.
    Jönköping University, School of Health and Welfare, HHJ. Ageing - living conditions and health.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Ramirez-Pasillas, Marcela
    Jönköping University, Jönköping International Business School, JIBS, Business Administration. Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO).
    Wagman, Petra
    Jönköping University, School of Health and Welfare, HHJ. ADULT.
    Stagell, Ulrica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Andersson, Ann-Carin
    Jönköping University, School of Engineering, JTH, Civil Engineering.
    Högskoleutbildning för hållbar utveckling: En kartläggning vid Jönköpings högskola2014Report (Refereed)
    Abstract [sv]

    Högre utbildning i Sverige ska enligt Högskolelagens paragraf 5 främja hållbar utveckling (Svensk högskolelag 1992:1434). Hållbar utveckling har definierats som en ”utveckling som tillfredsställer dagens behov utan att kompromissa med kommande generationers möjligheter att tillfredsställa sina behov” (United Nations, 1987). Hållbar utveckling innebär ansvarstagande för kommande generationer och utsträcker sig globalt. När ekologiska gränser överskrids kan människors möjligheter till goda liv undermineras.

    Våren 2013 fick författarna till denna rapport pedagogiska medel för att kartlägga undervisning om och för hållbar utveckling vid Högskolan i Jönköping. Syftet var att undersöka omfattningen av hållbar utveckling i undervisningen på strategisk nivå, programnivå, kursplanenivå och undervisningsnivå. Ett ytterligare syfte var att utifrån en analys av resultatet föreslå åtgärder som kan stärka högskolan i arbetet med utbildning för hållbar utveckling. Kartläggningen började med ett liknande upplägg på samtliga fackhögskolor men fick också anpassas till förutsättningarna på varje skola.

    Resultatet av kartläggningen visar skillnader mellan de olika fackhögskolorna i hur hållbarhetsfrågor inkluderas i undervisningen. Allt från att ingen kursplan innehållande hållbar utveckling identifierats till att undervisningen måste inkludera ett visst antal högskolepoäng. Kartläggningen visar också att tolkningarna av hållbar utveckling och undervisning för/om hållbar utveckling varierar mellan enskilda lärare.

    På Hälsohögskolan är området osynligt i kursplaner och inkluderandet av hållbar utveckling i undervisningen bygger på enskilda lärares engagemang. På Högskolan för lärande och kommunikation skiljer det sig mellan olika program där inslaget av hållbar utveckling varierar från att behandlas ingående till att inte synas explicit. Internationella handelshögskolan har prioriterat arbete med etiska och sociala frågor i utbildning och ekologisk hållbarhet är mindre framträdande. Det finns dock kurser som inkluderar ekologiska, sociala och ekonomiska dimensioner. Jönköpings tekniska högskola har en genomarbetad strategi för hur hållbar utveckling skall finnas med i utbildningarna. Varje utbildning skall integrera minst sex högskolepoäng.

    Sammantaget konstateras fortsatta förbättringsmöjligheter för Högskolan i Jönköping på strategisk nivå, programnivå, kursplanenivå och undervisningsnivå. Skillnader mellan bolagen, programmen och kurserna kan utnyttjas som en tillgång i förbättringsarbetet. En framgångsfaktor verkar vara att som JTH ha med hållbar utveckling i strategidokument med tydliga mål på omfattning samt att kursplaner innehåller moment som förklarar hur hållbar utveckling avhandlas. Vi rekommenderar också att tydliga mål sätts upp på varje fackhögskola och att lärare ges tid och resurser att ta del av de verktygslådor för hållbar utveckling som finns (en lista på sådana finns i rapporten). Ytterligare förslag på hur implementering kan stimuleras ges också, så som skapande av nätverk, införlivande av ämnet i högskolepedagogiska kurser samt högskolegemensamma temadagar för studenter.

  • 36.
    Kjellström, Sofia
    et al.
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare).
    Golino, Hudson
    Universidade Salgado de Oliveira, Brazil.
    Hamer, Rebecca
    International Baccalaureate, The Hague, Netherlands.
    Van Rossum, Erik Jan
    University of Twente, Netherlands.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An inventory to measure higher order epistemological development2016In: Frontline Learning Research, ISSN 2295-3159, Vol. 4, no 5, p. 22-54Article in journal (Refereed)
    Abstract [en]

    Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the EDTLQ were examined using a sample (N= 232) of teachers from a Swedish University. A confirmatory factor and Rasch analysis showed that the items of the EDTLQ form a unidimensional scale, implying a single latent variable (eg epistemological development). Item and person separation reliability showed satisfactory levels of fit indicating that the response alternatives differentiate appropriately. Endorsement of the statements reflected the preferred constructivist learning-teaching environment of the response group. The EDTLQ is innovative since is the first quantitative survey to measure unidimensional epistemological development and it has a potential to be used as an apt tool for teachers to monitor the development of students as well as to offer professional development opportunities to the teachers.

  • 37.
    Kjellström, Sofia
    et al.
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare). Jönköping University, School of Health and Welfare, HHJ. ADULT.
    Sjölander, Per
    Arctic Research Centre, Umeå University, Umeå, Sweden.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    McCall, Mary E.
    Samuel Merritt University, USA.
    Value systems among adolescents: Novel method for assessing level of ego-development2017In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 58, no 2, p. 150-157Article in journal (Refereed)
    Abstract [en]

    Children's value systems develop through youth and influence attitudes and actions. But there is a lack of appropriate measures for children and adolescents. The objective of this study was to construct and validate a questionnaire that reveals distinct value systems among adolescents, and to evaluate the identified value systems’ relationship to degree of ego-development and moral development. A quantitative study in a Swedish School with ages 12 through 16 (grades 6 to 9) was performed (N = 204). A set of pattern recognition statistical analyses has been used to identify different profiles of values systems and demonstrate that these systems can be arranged in a hierarchical order similar to other development. Results revealed three value systems in this sample. The identified value systems reflect different degrees of moral and ego-development among children in the study. Three distinct value systems were identified: the first (n = 9) and the second value systems (n = 35) correspond to pre-conventional stages, and the third value system (n = 155) corresponds to early conventional stages of ego development. Ego development scoring of test statements to assess stages. The value system was significantly related to moral development in the personal interest and the maintaining norms schemas of the Defining Issues Test (DIT). However, many students did not complete the entire DIT, so those results should be looked at with caution. It appears that this new test (Test for Adolescent Value Systems – TAVS) does relate to an established ego development rating scale.

  • 38.
    Kjellström, Sofia
    et al.
    Jönköping University, School of Health and Welfare, HHJ. Ageing - living conditions and health. Jönköping University, School of Health and Welfare, HHJ, Institute of Gerontology.
    Stålne, Kristian
    Lunds tekniska högskola.
    Hamer, Rebecca
    International Baccalaureate.
    van Rossum, Erik
    Twente University.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    A developmental questionnaire on knowing and learning2014Conference paper (Refereed)
    Abstract [en]

    Are students and teachers up to the developmental challenge of teaching and learning the exceptional capabilities needed to address the complex issues of our time? Issues such as moving towards a sustainable development of society are typically quite complex and ill-structured. In order for higher education to provide opportunities for intellectual growth and development among students, a key issue besides complex thinking is to acknowledge the different epistemological beliefs of teachers and students, such as conceptions of teaching and learning, that may influence the teaching and learning experience and so the quality of the learning outcome.

     

    We will present a newly constructed epistemological beliefs questionnaire, concerning views on knowledge and learning. The questionnaire consists of 6 domains (a good study book, discussions, application of knowledge, responsibility for learning, understanding, good teaching), with 6 items in each domain, which are rated and ranked. The questionnaire is based on adult developmental theory (e.g. van Rossum & Hamer, 2010), where the developmental trajectory goes from a view of knowledge as being true or false and provided by the teacher as authority, to a view that emphasizes the constructed and contextual nature of knowledge – allowing teachers to adapt the teaching to the context and the student’s developmental level.

     

    In the spring of 2014, this questionnaire and a previously developed value system questionnaire will be sent to all teachers at Jönköping University (JU). The epistemological beliefs questionnaire is to be analysed with multivariate methods such as a multivariate pattern recognition method and factor analysis. Previous analyses of the value system questionnaire, using corresponding methods, have resulted in an identification of several developmental stages of values, and the epistemological beliefs questionnaire is expected to yield a similar result. Results from the two questionnaires will be compared in order to investigate the relationship between values and epistemological assumptions.

  • 39.
    Ljustina, Nikolina
    et al.
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Börjesson, Johan
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Kalabukhov, Alexei
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Winkler, Dag
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Olsson, Eva
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Intermixing at the interface between epitaxial LaAlO3 thin films on (001) SrTiO3 substrates2009Conference paper (Other academic)
  • 40.
    Norden, Birgitta
    et al.
    Malmö högskola.
    Avery, Helen
    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, Literacy Research.
    Learning in global settings: Developing transitions for meaning-making2012In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 7, no 4, p. 514-529Article in journal (Refereed)
    Abstract [en]

    Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

  • 41.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Knowledge capabilities for sustainable development in global classrooms – local challenges2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 35-58Article in journal (Refereed)
    Abstract [en]

    The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding

  • 42.
    Nordén, Birgitta
    et al.
    Malmö Högskola.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Sustainable development through global learning and teaching2012In: Handbook of Sustainability Management / [ed] Madu, C.N. & Kuei, C-h., London: World Scientific, 2012, p. 379-402Chapter in book (Other academic)
  • 43.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Heading Towards an Unknown Future: Non-Formal Learning Communities for Sustainable Societies – a Possible Pedagogy in Refugee Education?2016Conference paper (Refereed)
    Abstract [en]

    There is a wide consensus that radically different pedagogies are needed to deal with the challenges of our times (Reid &Scott, 2013). Barnett (2012) argues that preparing for the unknown should be a central principal in education. Not only do young people need to independently evaluate highly complex situations that will arise, but they also need to be prepared to take appropriate action, solve major social and environmental problems and organise their own learning throughout the life course (Öhman, 2008; Almers, 2009). School cannot provide a set of ready-made recipes, nor can education be limited to narrow national objectives.

    Increased mobility over the life course involves quickly getting our bearings in new surroundings, and learning to cooperate with people who may not share our culture, our language or our values. The challenge that transnational mobility poses to education is even more salient with respect to refugees and displaced populations. With the latest wave of refugees, this has become one of the most pressing questions on the European agenda (European Parliament, 2016). European Commissioner for Education Tibor Navracsics underlined in his speech of 29 September 2015 that education will play a key role in integrating refugees. A future rise in forced migration is a major concern also globally (British Council, 2016). Refugee education may be interrupted or altogether suspended at several points. Education systems differ across national borders, and validation of prior education is very limited. On each step of the journey, requirements and goals will differ. Language-in-education policies constitute a serious obstacle. Importantly also, refugees have a low status in the host countries, and young people are disempowered. Depriving this generation of access to education and preventing them from realising their dreams will have serious consequences.

    This paper argues that some of the pedagogies we find in transnational non-formal education networks can help to address these issues, building the competencies and capabilities young people need, more urgently than ever (Nordén & Anderberg, 2012). Such non-formal learning environments also have the potential of complementing formal schooling, which are focused on transmitting an existing body of knowledge, rather than learning to autonomously transform societies and shape the future.

    This case study analyses the development of learning processes among international network representatives meeting annually within Caretakers of the Environment International, CEI (Global Forum, 2013). What does it take to enable students to see the planet as one interdependent environment? CEI believes this occur through having students meet and work together. By organizing annual international conferences, making available a periodical for – and by – teachers and students, establishing national branches and organizing regional workshops, CEI tries to establish a worldwide network of actively concerned secondary school teachers and students, willing to prioritise challenging issues through their education and their action-taking. The network intends to be a podium for teachers and students to exchange concerns, ideas, strategies, actions and projects in the field of ESD. Teachers and Mentors have an important role in guiding the students in their project.

    Development of capabilities and competences has been researched in general and on the meta-level (Scheunpflug, 2014; Cotton & Winter, 2010; Rauch & Steiner, 2006). Communities of learning across borders considering projects and learning agendas not limited to national interests, but matching the different circumstances people are facing across the globe.

    Several characteristics of GLSD could be compared with what Dawe et al (2005) have called sustainability literacy. Nordén, Avery & Anderberg (2012) summarised the characteristics for transition skill competences, stressing that they involved by learners needed critical knowledge capabilities in (1) organising themselves and making decisions independently; (2) developing transnational learning communities and (3) democratic collaborative action.

    Methodology, Methods, Research Instruments or Sources UsedIt is common in educational research to focus on learning outcomes that are easily measured. By contrast, many of the learning outcomes relevant in Global Learning for Sustainable Development are highly complex (Scheunpflug, 2011), and do not easily lend themselves to measurement. The capability to work with multi-dimensional and changing sustainability challenges is by definition a moving target. Additionally, self-organisation and democratic deliberation (Biesta, 2004; Roth, 2006) are a question of setting goals independently, and outcomes of such projects are not measurable against standardised goal criteria.   Similar arguments can be made concerning the ability to effect social change for sustainbility, which includes changing agendas in education systems. Rather than focusing on learning targets specified in advance, we have therefore found it preferable here to look at the possibilities offered by these non-formal learning environments in terms of learning affordances for developing and practicing competencies and capabilities for sustainable futures. The notion of learning affordances (Caldwell, Bilandzic & Foth, 2012) has mostly been used to discuss the opportunities various digital environments provide for learning. We will use it here to describe different characteristics of the transnational network studied in this case study, in terms of providing advanced learning opportunities for young people with different backgrounds. Conclusions, Expected Outcomes or FindingsFindings suggest that the overall challenge in trying to enable this learning of those involved is keeping momentum between network structures and network processes. These informal settings teach awareness about how, not what, to think. The learning continuum advances as youth and their educators attain a sense of community and find their place within the local-global context by engaging in network activities.   The results show similarities among examples of activities found in the CEI projects with those suggested by Cotton and Winter (2010), which are; stimulus activities, critical incidents, reflexive accounts, personal development planning, critical reading and writing, debates, group discussions, case studies, role plays and simulations, beside problem based learning. The ability to: think creatively and holistically and to make critical judgements; develop a high level of self-reflection; understand, evaluate and adopt values conducive to sustainability; bridge the gap between theory and practice; in sustainable development, only transformational action counts; participate creatively in inter-disciplinary teams; besides the ability to initiate and manage change. At a global level, there is a growing need to develop competencies and capabilities for transitions towards sustainability. Conflicts and climate change are drastically increasing the number of refugees and displaced people who need proactive preventive strategies, as well as skills that can be used across numerous contexts and in the face of changing circumstances. Increasingly, also young people need to manage their own learning processes in self-directed learning, regardless of where they are physically and where they may move in their lifetimes. As established social structures struggle to address global challenges, people across the planet need to be able to organise themselves and to take initiatives. Against this background, several aspects of the GLSD approaches investigated in this study appear highly relevant. ReferencesAnderberg, E., Nordén, B., and Hansson, B. (2009). Global learning for sustainable development in higher education : recent trends and critique.  International Journal of Sustainability in Higher Education 10(4), 368–378. Barnett, R. (2012). Learning for an unknown future. Higher Education Research & Development, 31(1), 65-77. European Parliament (2016). “The situation is getting worse.” by Avramopoulos, Dimitris, EU Migration Commissioner. Visited at January 21, 2016 at: http://www.euronews.com/2016/01/21/imf-proposes-prickly-solutions-for-europe-s-refugee-challenges/ British Council (2016-01-21). “Beyond aid: educating Syria's refugees.” By Bubbers, Joel, British Council Director Syria. Visited January 21, 2016, at: https://www.britishcouncil.org/organisation/policy-insight-research/insight/beyond-aid-educating-Syrias-refugees Cotton, D.R.E and Winter, J. (2010) 'It's not just bits of paper and light bulbs': A review of sustainability pedagogies and their potential for use in Higher Education. In Sustainability Education: Perspectives and Practice Across Higher Education.(Editors: Jones, P., Selby, D. and Sterling, S.) Dawe, G., Jucker, R. and Martin, S. (2005) Sustainable development in higher education: current practice and future developments. A report for the Higher Education Academy. Global Forum for Enviromental Education (2013). Caretakers of the Environment International (CEI).A Global Network of Secondary School Teachers and Students Active in Environmental Education. Visited at 2016-01-20: http://www.caretakers4all.org Nordén, B., and Anderberg, E. (2012). Sustainable development through global learning and teaching. In (Eds.) Madu, Christian N. and Kuei, Chu-Hua. World Scientific Publishing.. Nordén, B., Avery, H., and Anderberg, E.(2012). Learning in global settings : developing transitions for meaning-making. Research in Comparative and Iinternational Education (7)4, pp. 514-529, Symposium Journals. Rauch, F. & Steiner, R. (2006): School development through education for sustainable development in Austria, Environmental Education Research, 12(1), pp. 115–127. Reid, A. and Scott, W. (2013). Identifying Needs in Environmental Education Research. In (Eds) Stevenson, R. B., Brody, M., Dillon, J., and Wals, A. E.J..  International Handbook of Research on Environmental Education, pp. 518-528. New York: Routledge. Scheunpflug, A. (2011). Global Education and Cross-Cultural Learning: A Challenge for a Research-based Approach to International Teacher Education. International Journal of Development Education and Global Learning, 3(3), pp. 29-44. Scheunpflug, A. (2012). Identity and Ethics in Global Education, Becoming a Global Citizen. In: Jasskelained, L., Kaivola, T., O’Loughlin, E., Wegimont, L., (eds.) Proceedings of the International Symposium on Competencies of Global Citizens, Amsterdam, GENE, pp. 31-39. Öhman, Johan (2008): Environmental ethics and democratic responsibility – a pluralistic approach to ESD. In Öhman J. (Ed.) Values and Democracy in Education for Sustainable Development–Contributions from Swedish Research,pp. 17–32. Stockholm: Liber.

  • 44.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Hållbarhetsdilemman och platsbaserat arbete i förskolelärarutbildningen (Sustainability dilemmas and place-based work in preschool teacher education)2016Conference paper (Refereed)
    Abstract [sv]

    Förskolelärares kompetens är strategisk för hållbarhetsarbete i förskolan. En kursuppgift om intressekonflikter kring hållbarhet för studenter på förskolelärarprogrammet presenteras här. Uppgiften tar sin utgångspunkt i en plats i närområdet. Studenter får därigenom både problematisera och använda sin erfarenhet och kännedom om den lokala platsen i utformandet av relevanta pedagogiska aktiviteter. Utvidgat abstrakt: Hållbar utveckling i högre utbildning är ett brett fält som inbegriper såväl formuleringar i övergripande måldokument som konkreta handlingsplaner på institutionsnivå, gällande allt från miljöanpassning av universitetet som fysisk verksamhet, till frågan om hållbarhetsperspektiv i utbildningarnas eller forskningens innehåll (ue4sd outcomes). Bland de utbildningar som ges har lärarutbildningarna (Rauch & Steiner 2013; UNESCO 2005; Wals 2014) ett särskilt intresse avseende att utveckla kompetenser för samhällets övergång till hållbarhet. Skolan når de flesta medborgare och bildar grund för ungas fortsatta utveckling, men påverkar även deras syn på kunskapsparadigm, värderingar och expertis. Medan utbildning och yrkesutövning efter grundskolan delas upp i olika specialiseringar, kan elever i skola och förskola bilda grund för en integrerad transdisciplinär syn på samhället och den värld vi lever i. Avseende förskola och yngre barns introduktion till hållbarhetsfrågor har det argumenterats att de tidiga åren har stor betydelse för barnets syn på sig själv och på sin plats i världen. De tidiga åren är också viktiga för barnets relation till andra livsformer (Askerlund, Almers, Hyltse-Eckert & Avery, 2014). Samtidigt är det inte helt oproblematiskt att introducera högkomplexa hållbarhetsfrågor i förskolan, eftersom denna syftar att stärka barnets utveckling och socialisering genom lek-baserad pedagogik (Thulin, 2011; Edwards & Cutter-MacKenzie, 2013). Ytterligare problem är att naturvetenskaplig kunskap förmedlas genom lärare som inte själva har en stark utbildning inom naturvetenskaper (Nilsson, 2012). En möjlig ansats för att undvika några av dessa risker är att arbeta praktiskt med lokala frågeställningar, och därigenom koppla reflektioner till lärarstudenternas erfarenheter. Relaterade till plats har identifierats som väsentlig i engagemang för hållbarhet (Beery & Wolf-Watz, 2014), samtidigt som det är viktigt att knyta till förståelse av globala samband (McInerney, Smyth & Down, 2011). Avgörande för utsträckningen i vilken lärarutbildningar skapar utrymme för lärarstudenter att utveckla kompetens i utbildning mot hållbarhet är även: kopplingar till forskningsmiljöer som fokuserar hållbarhetsfrågor; möjligheter att arbeta på tvärs över samhälls- och naturvetenskaper; handlingsorienterad kunskap (Avery & Nordén, 2015). Som exempel presenteras här en uppgift som gavs till studenter på förskolelärarprogrammet inom kursen Naturvetenskap och teknik i förskolan. Uppgiften handlade om hållbar utveckling och intressekonflikter (Öhman & Öhman, 2012). Studenterna skulle utifrån en plats i närområdet med hjälp av omgivningen gestalta och problematisera en intressekonflikt kring hållbarhet. Uppgiften syftade att utmana studenternas och andras tänkande kring hållbarhetsperspektiv, eftersom värderingar av vad som ses som hållbart kan bero på vilket perspektiv som antas, och för vem det skall vara hållbart. Studenterna skulle också fråga sig vilka prioriteringar och bortprioriteringar vi kan bli tvungna att göra för att fatta beslut som på sikt kan ge ett mer hållbart sätt att leva för människa och miljö. Diskussion och problematisering var i fokus i uppgiften. Genom att studenterna kunde välja vilken intressekonflikt de ville arbeta med, hade de möjlighet att relatera till frågeställningar som de själva hade kunskap om. Övningen var placerad i en utomhusmiljö, vilket gjorde att syftningar och de naturvetenskapliga implikationerna blev konkreta och mer entydiga än om de hade enbart representerats verbalt. Flera element i uppgiftsupplägget skulle kunna användas för andra kurser för hållbarhet.

  • 45.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Nyanlända studenters behov av utbildning – möjligheter och hinder  (Newly arrived students’ education needs – opportunites and barriers)2016Conference paper (Refereed)
  • 46.
    Persson, Stina
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Koskinen, Ronja
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Här odlar humlorna en äng: Skogsträdgården som pedagogiskt uterum2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate perceptions

    of forest garden activity as an educational idea, and

    also to compare the result with the recent research

    about traditional school garden activity. In addition,

    the study also discuss whether forest garden activity

    can compensate for the negative aspects that

    previous research has shown that school garden

    activity have. Attention Restoration Theory (ART)

    formed the theoretical background to the selection

    of the study’s focus. Based on a qualitative

    approach the study was completed by semistructured

    interviews and a spontaneous

    conversation. The statements of the respondents’

    represent the study’s empirical materials. Parts from

    the phenomenographic approach and parts from

    grounded theory inspired the implementation of the

    study. The study’s result demonstrate the conditions

    needed to carry out forest garden activity, in which

    ways a forest garden is seen as a place of learning

    and which effects the forest garden activity have on

    pupils. This result is largely consistent with previous

    research of school garden activity for educational

    purposes. There is however a big difference. The

    forest garden does not require as much

    maintenance.

  • 47.
    Persson, Stina
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Koskinen, Ronja
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Skolträdgården: Skolträdgårdsarbetets positiva effekter på skolresultat, hälsa och social utveckling för elever i grundskolan2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete var att undersöka vilka positiva effekter som forskning visat att skolträdgårdsarbete har för elever i grundskolan. Vidare hade vi för avsikt att göra en kartläggning av skillnader och likheter mellan de vetenskapliga texterna, vilka resultatet är grundat på. När över- siktsläsningen av litteratur hade gjorts delades de positiva effekterna in i tre huvudområden: skolre- sultat, hälsa och social utveckling. Sedan gjordes en sökning efter relevanta studier, vilka kategorise- rades i de olika områdena. Resultatet grundades på 12 olika vetenskapliga texter bestående av en doktorsavhandling, en licentiatavhandling och flertalet vetenskapliga tidskriftsartiklar. Positiva re- sultat som beskrivits av forskningen är beträffande skolresultat bland annat: förbättrade testresultat i de naturorienterande ämnena, förbättrad förmåga att dra slutsatser och att utvärdera, ökad moti- vation i skolarbetet och förbättrad koncentrationsförmåga. De positiva hälsorelaterade effekter som beskrivits är: ökad fysisk aktivitet och mer positiva attityder till att äta grönsaker. Positiva effekter på social utveckling är: etablerandet av nya roller, ökad självkänsla samt minskad etnocentrism. Kartläggningen visade att den vanligast förekommande datainsamlingsmetoden var genom intervju och enkät. 

  • 48.
    Popok, Vladimir
    et al.
    Chalmers University of Technology, Göteborg.
    Kalabukhov, Alexey
    Chalmers University of Technology, Göteborg.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Lemeshko, Sergey
    NT-MDT Europe B.V., Eindhoven.
    Claeson, Tord
    Chalmers University of Technology, Göteborg.
    Winkler, Dag
    Chalmers University of Technology, Göteborg.
    Kelvin Probe Force Microscopy Study of LaAlO3/SrTiO3 Heterointerfaces2010In: Journal of Advanced Microscopy Research, ISSN 2156-7573, E-ISSN 2156-7581, Vol. 5, no 1, p. 26-30Article in journal (Refereed)
    Abstract [en]

    Surface potential distribution in ultra-thin (0.8-3.9 nm) LaAlO3 layers deposited on SrTiO3 substrates is studied. It is found that the potential distribution evolves from island-like to a homogeneous one with increasing LaAlO3 thickness. It is suggested that the observed islands are caused by locally enhanced concentration of mobile charge carriers at the interface that is in turn related to non-stoichiometry of the layers with thickness bellow 4 unit cells. Transition to a homogeneous potential distribution with increasing LAO thickness (≥ 4 unit cells) corresponds to the formation of a quasi-2-dimensional electron gas. The results agree with a percolation model explaining the insulator-to-metal transition that occurs at the LaAlO3/SrTiO3 heterointerface.

  • 49.
    Ramirez-Pasillas, Marcela
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Administration. Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Wagman, Petra
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. ADULT.
    Stagell, Ulrica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Education for sustainability: Transformative processes, actions and systemic change in a Swedish university2016Conference paper (Refereed)
    Abstract [en]

    Research on the development of education for sustainability places attention to transformative processes and systemic changes at the university. Literature mainly studies processes to develop courses, programs and management systems but seldom investigates transformative processes and actions triggering organizational change. The objective of this paper is to identify key actions and transformative processes embodying an education for sustainability and to explore the systemic change outcomes, using the perspective of social learning. We relied on a participatory research method for the exploratory case study in a Swedish university. Our findings showed multiple key actions that resulted in five transformational processes. Together these transformative processes resulted in three systemic changes: organizational changes in sustainability perceptions, organizational changes in the working structures and educational curricula, and individual changes in perceptions and engagement on sustainability. A novel finding was that networking cross disciplinary facilitated double loop refection and worked as catalyst for other transformational processes. The result indicates that development of education for sustainability is facilitated by a combination of multiple transformative processes taking place with both top-down and bottom-up rationale. These processes generate individual and collective actions. Individual and network champions and top-managers play a key role in developing education for sustainability. In order to foster systemic change at the university, the existence of this complexity is crucial for developing education for sustainability.

  • 50.
    Ramírez-Pasillas, Marcela
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Kjellström, Sofia
    Jönköping University, School of Health and Welfare, HHJ, Institute of Gerontology. Jönköping University, School of Health and Welfare, HHJ. Ageing - living conditions and health. Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Wagman, Petra
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. ADULT.
    Stagell, Ulrica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Towards Multiple Approaches on Education for Sustainability: A case study of a Swedish University2015In: 8th World Environmental Education Congress – WEEC 2015, Gothenburg, 29th of June - 2nd of July, 2015, World Environmental Education Congress (WEEC) , 2015Conference paper (Refereed)
    Abstract [en]

    Introduction: While current debates on higher education are concerned with “what are we actually teaching in Education for sustainable development“ (Kopnina and Meijers 2014) or “how can we evaluate what we teach“, there is a lack of research addressing how universities are enabling change and developing new higher education approaches. Dominant educational structures across the world are based on fragmentation rather than connections and synergy to achieve a holistic approaches to education for sustainability (Wals, 2009). Education for sustainability calls for new kinds of collective learning that are centered on a transmissive nature (i.e. learning as reproduction) but rather on a transformative nature (i.e. learning as change). Embodying an active care for sustainability on higher education implies having an education for sustainability that includes socialization for democratic skills and values, and the development of a personal- and collective sense of competence (Chawla and Flanders Cushing, 2007).

    Objectives: The aim of this paper is to explore how a university create approaches on education for sustainability by engaging – or not its faculty and students, and how such approaches support or not authentic sustainable citizenship. To fulfil this purpose, we rely on theory of situated learning (Lave and Wenger, 1991) and communities of practices (Wenger, 2011) to move beyond static approaches to more dynamic approaches on education for sustainability.

    Methods: We conducted a case study (Eisenhardt, 1989; Miles and Huberman, 1984; Yin 1984) to investigate how approaches to education for sustainability were changed and built in Jönkoping University. As the study progressed, there was a mixture of inductive and deductive research strategies. This means that theoretical development occurred by combining the perspectives and observation of actors with existing literature. We interviewed strategically chosen persons and analyzed official documents.

    Results: The study revealed the processes for stimulating education for sustainability in a university that allowed each school to define freely its approach to sustainability. As a result, communities of practices stimulating situated learning were originated at the university. There were a myriad of ‘working’ approaches and degrees of prioritization on education for sustainability. Such approaches emerged following different rationales. In a bottom-up rationale, institutional entrepreneurs/faculty members and students created smaller communities of practices linked to their courses and activities. In a top-down rationale a school included principles promoting sustainability. Finally, a mix rationale moved in-between those approaches.

    Conclusion: We propose that considering those rationales in a single university promotes communities of practice as well as authentic sustainable citizenship.

12 1 - 50 of 61
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf