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Persson, Christel
Publications (10 of 61) Show all publications
Palmberg, I., Kärkkäinen, S., Jeronen, E., Yli-Panula, E. & Persson, C. (2019). Nordic student teachers’ views on the most effcient teaching and learning methods for species and species identification. Sustainability
Open this publication in new window or tab >>Nordic student teachers’ views on the most effcient teaching and learning methods for species and species identification
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2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050Article in journal (Refereed) Published
Abstract [en]

Teachers need knowledge of species and species identification skills for teaching thestructure and function of ecosystems, and the principles of biodiversity and its role in sustainability.The aim of this study is to analyze Nordic student teachers’ views on the most ecient methodsand strategies to teach and learn species and species identification, and to find some trends abouthow well their views are reflected in a species identification test. Student teachers in Finland,Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-endedquestions, and a species identification test. An analysis of variance, Chi-Square, and t-test were usedfor quantitative data and an inductive content analysis for qualitative data. Results showed thatoutdoor teaching and learning methods are more ecient than indoor methods. The majority ofstudent teachers considered outdoor experiential learning with living organisms as the most ecientteaching and learning method. Student teachers who highlighted outdoor experiential learning andoutdoor project work as their most ecient methods received significantly better results in the speciesidentification test than the others. Field trips and fieldwork were emphasized as the most importantsources in schools and universities, while the Internet was the most important source among media.The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjectsand supervising skills for ecient teaching both outdoors and indoors. Therefore, teaching andlearning of species and species identification as the practical part of biodiversity and sustainabilityeducation is emphasized as an integral part of teacher education programs.

Keywords
species knowledge, species identification, biodiversity, sustainability, teaching methods, teaching materials, teacher education, professional development
National Category
Educational Sciences Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-19999 (URN)10.3390/su11195231 (DOI)
Available from: 2019-09-25 Created: 2019-09-25 Last updated: 2019-09-25Bibliographically approved
Persson, C. (2018). Forskarutbildade lärares syn på forskningsanknytning och akademisk kompetens i lärarutbildningen. Pedagogisk forskning i Sverige, 23(1-2)
Open this publication in new window or tab >>Forskarutbildade lärares syn på forskningsanknytning och akademisk kompetens i lärarutbildningen
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15637 (URN)
Available from: 2016-07-28 Created: 2016-07-28 Last updated: 2018-05-22Bibliographically approved
Persson, C. & Mårtensson, L. (2018). Hållbar samhällsutveckling: en utmaning för den högre utbildningen. In: Stefan Larsson (Ed.), Lärarlärdom 2018: Högskolan Kristianstad. Paper presented at Lärarlärardom, 15 augusti, 2018. Kristianstad
Open this publication in new window or tab >>Hållbar samhällsutveckling: en utmaning för den högre utbildningen
2018 (Swedish)In: Lärarlärdom 2018: Högskolan Kristianstad / [ed] Stefan Larsson, Kristianstad, 2018Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Kristianstad: , 2018
Series
Skrifter utgivna vid Högskolan Kristianstad, ISSN 1404-9066
Keywords
Högskolepedagogik, pedagogik, lärande, högre utbildning, studenter, hållbar utveckling, hållbar samhällsutveckling
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-19268 (URN)
Conference
Lärarlärardom, 15 augusti, 2018
Available from: 2019-05-06 Created: 2019-05-06 Last updated: 2019-05-06
Persson, C., Dahlqvist, C. & Andersson, H. (2018). Kvantitativ forskning i hållbarhet: informationskompetens i förskollärarutbildningen. In: Lärarlärdom, Kristianstad, 16 augusti, 2018: . Paper presented at Lärarlärdom.
Open this publication in new window or tab >>Kvantitativ forskning i hållbarhet: informationskompetens i förskollärarutbildningen
2018 (Swedish)In: Lärarlärdom, Kristianstad, 16 augusti, 2018, 2018Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Progressionsplaner avseende studenters färdigheter i informationskompetens är alltjämt föremål för diskussion i högre utbildning. Föreliggande projekt tar avstamp i problematiken kring varför studenter inom förskollärarutbildningen nästan genomgående ”väljer bort” kvantitativ metod i samband med planeringen och skrivandet av examensarbetet. I utbildningen har det uppdagats att studenter i förberedande terminer inte erbjöds lärandetillfällen att tillägna sig övning i moment som informationskompetens (IK) och beskrivande statistik på basnivå. I arbetet att göra studenterna nyfikna på kvantitativ vetenskaplig metod och känna en större säkerhet att tillgodogöra sig sådana texter genomfördes samplanerade workshops i två delprov under termin 4.

Studenterna tilldelades en vetenskaplig artikel inom området hållbar utveckling kopplat till förskolepraktiken som lästes och analyserades med handledning av undervisande lärare och bibliotekarier. Efter workshopen i att söka, samla och värdera vetenskapliga kvantitativa artiklar valde studenterna ut en egen artikel. Arbete skedde parvis och studenterna fick i uppgift att sammanfatta texten och processen om hur de sökt fram den vetenskapliga texten, samt delge den aktuella forskningsfrågan tillsammans med tillhörande kvantitativa metod- och resultatbeskrivning.

Studenterna ombads också redogöra för vilken ny kunskap som genererats i deras lärande och konstruktivt reflektera kring etiska och kritiska aspekter på texten. Slutresultatet blev ett vetenskapligt paper som kurskamrater opponerade på vid ett muntligt examinationstillfälle.Det vittnades i utvärderande studentreflektioner om önskemål av artikelsöksövningar i mindre grupper och ytterligare vägledning i vetenskapligt rapportskrivande i samband med skrivande av uppsatsplan och genomförande av sista terminens examensarbete. Studenternas reflekterande utsagor tolkas som positiva och värdefulla gällande innehåll och upplägg av aktuellt moment i delproven termin 4.

En av framgångsfaktorerna utgjordes av att studenterna gavs möjlighet att tillämpa sina nyförvärvade kunskaper i flera olika situationer, på ett varierat sätt med flera olika lärare. Tillämpning avseende projektarbete och rapportskrivande kan ses som utvecklingspotential i framtidens högre utbildning.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-19824 (URN)
Conference
Lärarlärdom
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-20Bibliographically approved
Palmberg, I., Hermans, M., Jeronen, E., Kärkkäinen, S., Persson, C. & Yli-Panula, E. (2018). Nordic student teachers' views on the importance of species and species identification. Journal of Science Teacher Education, 29(5), 397-419
Open this publication in new window or tab >>Nordic student teachers' views on the importance of species and species identification
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2018 (English)In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 29, no 5, p. 397-419Article in journal (Refereed) Published
Abstract [en]

People’s knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people’s positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers’ and student teachers’ views is an essential step in considering the ways in which sustainability might be interpreted and enacted in schools and in teacher education. The aim of this study is to analyze student teachers’ views on the importance of species and species identification in general and as a part of their professional development regarding their understanding of biodiversity and sustainability. A total of 426 student teachers in Finland, Norway, and Sweden answered a questionnaire consisting of fixed and open-ended questions. Mixed methods were used: t test and analysis of variance for quantitative data and inductive and deductive, model-based content analysis for qualitative data. According to the majority of student teachers (85%), both species identification and biodiversity are important for sustainability; species identification in general was important to 58% of them. Their statements about importance contained mostly ecological views (46%), followed by emotional (17%), educational (16%), and utilitarian (11%) views. The remainder of the student teachers’ statements (10%) contained negativistic or indifferent views. The reasons for the low percentage of educational views are discussed. The implications of the results for teacher education worldwide are emphasized, especially the importance of those teaching methods that have the potential to increase student teachers’ understanding of sustainability.

Keywords
Biodiversity, professional development, species knowledge, student teachers, sustainability, teacher education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-18129 (URN)10.1080/1046560X.2018.1468167 (DOI)000437798100004 ()
Available from: 2018-05-22 Created: 2018-05-22 Last updated: 2018-08-13Bibliographically approved
Persson, C., Mårtensson, L., Korostenski, J. & Halling, A. (2017). Mänskliga avtryck för hållbar utveckling: hur kan de synliggöras, beskrivas och förstås i relation till förskolans uppdrag?. Högskolepedagogisk debatt (1), 25-34
Open this publication in new window or tab >>Mänskliga avtryck för hållbar utveckling: hur kan de synliggöras, beskrivas och förstås i relation till förskolans uppdrag?
2017 (Swedish)In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 25-34Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Kristianstad: , 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16797 (URN)
Available from: 2017-05-24 Created: 2017-05-24 Last updated: 2018-04-23Bibliographically approved
Keinonen, T., Palmberg, I., Ylia-Panula, E., Kukkonen, J., Persson, C. & Vilkonis, R. (2016). Higher education students’ perceptions of environmental issues and media coverage. Discourse and Communication for Sustainable Education, 7(1), 5-22
Open this publication in new window or tab >>Higher education students’ perceptions of environmental issues and media coverage
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2016 (English)In: Discourse and Communication for Sustainable Education, ISSN 2255-7547, Vol. 7, no 1, p. 5-22Article in journal (Refereed) Published
Abstract [en]

This study aims to find higher education students’ perceptions about environmental issues and how the perceptions are related to perceptions of media coverage. This study investigates higher education students’ perceptions of the seriousness of environmental issues and their relation to perceptions of media coverage. Higher education students perceived a global problem, lack of clean water, as most serious environmental problem. Media has had an effect on students’ perceptions on environmental issues: when students perceived the problem as serious they also perceived the information in media concerning it appropriate. Students perceived that the media underestimate and obscure some environmental problems such as biological diversity and global warming. It was concluded that higher education educators need more knowledge of students’, future decision makers’ concerns and perceptions about environmental issues to develop more effective teaching practices in higher education. Through education environmental issues literacy, which is a precursor for engaged protection of the environment, can be fostered. This study offers some insights into higher education students’ perceptions of the media’s role in environmental issues.

Keywords
Higher education, perceptions, environmental issues, media coverage
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-15635 (URN)
Available from: 2016-07-28 Created: 2016-07-28 Last updated: 2016-08-08Bibliographically approved
Dahlin, J.-E., Persson, C., Persson, T., Philipson, S., Ammenberg, J., Baumann, H. & Tillman, A.-M. (2016). Hållbar utveckling, CSR och livscykelanalys: kurs 1TG240. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Hållbar utveckling, CSR och livscykelanalys: kurs 1TG240
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2016 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016. p. 363
Keywords
CSR, Hållbar utveckling, livscykelanalys
National Category
Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-19443 (URN)978-91-44-11459-0 (ISBN)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-08-21Bibliographically approved
Persson, C. (2016). Miljöarbete för framtidens samhällsmedborgare. In: : . Paper presented at NÄD 2016, Malmö högskola, 19-21 april, 2016.
Open this publication in new window or tab >>Miljöarbete för framtidens samhällsmedborgare
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Environmental Sciences
Identifiers
urn:nbn:se:hkr:diva-16019 (URN)
External cooperation:
Conference
NÄD 2016, Malmö högskola, 19-21 april, 2016
Available from: 2016-09-15 Created: 2016-09-15 Last updated: 2018-04-23Bibliographically approved
Panula, Y. & Persson, C. (2016). My landscape: the environment Finnish, Swedish and Norweigan children want to conserve. In: : . Paper presented at ERIDOB Conference 2016, Karlstad University, 5th - 9th of September, 2016.
Open this publication in new window or tab >>My landscape: the environment Finnish, Swedish and Norweigan children want to conserve
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16018 (URN)
External cooperation:
Conference
ERIDOB Conference 2016, Karlstad University, 5th - 9th of September, 2016
Available from: 2016-09-15 Created: 2016-09-15 Last updated: 2018-04-23Bibliographically approved
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