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Persson, Christel
Publications (10 of 57) Show all publications
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
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, 0(0), 1-23
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. 0, no 0, p. 1-23Article 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.

Place, publisher, year, edition, pages
Routledge, 2018
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-18129 (URN)10.1080/1046560X.2018.1468167 (DOI)
Available from: 2018-05-22 Created: 2018-05-22 Last updated: 2018-05-22
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.

Keyword
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
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
Persson, C. (2016). Resultatrapport och vetenskaplig redogörelse av projektet "Miljöarbete för framtidens samhällsmedborgare".
Open this publication in new window or tab >>Resultatrapport och vetenskaplig redogörelse av projektet "Miljöarbete för framtidens samhällsmedborgare"
2016 (Swedish)Report (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-17408 (URN)
Projects
Miljöarbete för framtidens samhällsmedborgare finansierat av Gyllenstiernska Krapperupska stiftelsen och Högskolan Kristianstad
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2018-04-23Bibliographically approved
Korostenski, J., Persson, C., Höglund, H.-O. & Halling, A. (2015). Environmental management system at higher education accentuates education for sustainable development. In: : . Paper presented at 8th World Environmental Education Congress – WEEC 2015 Gothenburg, Sweden, 29th of June - 2nd of July 2015.
Open this publication in new window or tab >>Environmental management system at higher education accentuates education for sustainable development
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction: Under Swedish law, the universities are required to implement environmental management systems (EMS) in their operations. The introductory EMS review emphasizes education for sustainable development (ESD) as the most significant environmental aspect. Contemporary education spends time on training in sustainability with established knowledge, hazards, risks and approaches for improvement of known issues through 'declarative knowledge', which is always a step behind developments, because it works with historical facts.

Objectives:Consequently, a target has been set of equipping students with the knowledge, values, attitudes and competences that will help them deal with problems that arise in society in the future through the introduction of ESD into all of the university’s programs. The aspect of how we can assess whether graduate students possess these skills remains to be resolved before the annual EMS audit.

Methods:The available methods for evaluation are surveys addressed to students, alumni and teachers in a prolonged time study. ESD extends and adapts contemporary 'declarative knowledge' to a teachers' toolkit of 'functioning knowledge' as an intrinsic part regardless of the field or the teaching topic.

Results:We will develop ESD in the form of tools which can be easily recognized at higher education. The challenge is to broaden students' knowledge and comprehension of a core academic discipline to a level that has not been considered or introduced into education at our university or used in practice.

Conclusion:Toolkits which can conveniently be used in ESD are discussed in the conclusions of this paper. The result in annual surveys reports the level of continuous improvement concerning EMS objectives and for teachers it confirms the achievement in planned progression and development of ESD in courses.

Keyword
Education for sustainable development, environmental management system, monitoring, attitudes, strategies
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-14886 (URN)
Conference
8th World Environmental Education Congress – WEEC 2015 Gothenburg, Sweden, 29th of June - 2nd of July 2015
Available from: 2015-09-30 Created: 2015-09-30 Last updated: 2018-04-23Bibliographically approved
Persson, C. & Persson, T. (2015). Hållbar utveckling: människa, miljö och samhälle (3ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Hållbar utveckling: människa, miljö och samhälle
2015 (Swedish)Book (Other academic)
Abstract [sv]

Vår planet befolkas i dag av drygt 7 miljarder människor. Till år 2100 är vi ­kanske så många som 11 miljarder människor. Hur ska vi leva och fördela jordens  resurser så att också framtida generationer kan få ett bra liv här på jorden? Allt fler rapporter, framför allt från FNs klimatpanel, visar att det brådskar att visa ­handlingskraft.

Hållbar utveckling – människa, miljö och samhälle är en lärobok avsedd för ­studier i gymnasieskolans kurser (Gy11) inom ämnena biologi, geografi, naturkunskap och hållbart samhälle. Den är även lämpad som grundläggande lärobok i hållbar utveckling inom lärarutbildningen och tillgodoser de övergripande ­perspektiven miljö respektive hållbar utveckling, som ingår i all utbildning i ­skolan och högskolan.

I denna tredje omarbetade och utvidgade upplaga ges en tydlig bild av hur ­hållbar utveckling har utvecklats från ett snävt, naturvetenskapligt ämne till en bred, tvärvetenskaplig och internationell angelägenhet. I dag bygger hållbar utveckling inte bara på ekologisk välfärd. Lika viktigt är det att uppnå ekonomisk och social välfärd, vilket är en mycket större utmaning. Miljö- och klimatfrågor vävs idag samman med utmaningar inom demokrati, mänskliga rättigheter och jämställdhet. Därför är också kunskapen i dag om de grundläggande sambanden i naturen så otroligt mycket viktigare. Och vi har alla ett ansvar att föra ­denna kunskap vidare till kommande generationer.

Boken utgör ett värdefullt redskap för hur frågor om miljö och hållbar utveckling kan lyftas och få lösningar. Varje kapitel avslutas med ett antal fakta- och diskussionsfrågor.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015. p. 218 Edition: 3
National Category
Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-15639 (URN)9789144109442 (ISBN)
External cooperation:
Available from: 2016-07-28 Created: 2016-07-28 Last updated: 2018-04-23Bibliographically approved
Persson, C., Korostenski, J. & Halling, A. (2015). Högskoleutbildning i hållbar utveckling - en kartläggning vid Högskolan Kristianstad.
Open this publication in new window or tab >>Högskoleutbildning i hållbar utveckling - en kartläggning vid Högskolan Kristianstad
2015 (Swedish)Report (Other (popular science, discussion, etc.))
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-17409 (URN)
Projects
Hållbar utveckling i högre utbildning, Rådet för samverkan Högskolan Kristianstad
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2017-12-08Bibliographically approved
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