hkr.sePublications
Change search
Link to record
Permanent link

Direct link
Magntorn, Ola
Publications (10 of 14) Show all publications
Beery, T. & Magntorn, O. (2021). Pre-service early childhood educator experience in a UNESCO Biosphere Reserve. Sustainability, 13(8), 1-20, Article ID 4231.
Open this publication in new window or tab >>Pre-service early childhood educator experience in a UNESCO Biosphere Reserve
2021 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 8, p. 1-20, article id 4231Article in journal (Refereed) Published
Abstract [en]

There has been significant interest in the values and benefits of early childhood nature experiences on children’s well-being and development. One aspect of studying the exposure of children to nature that requires more focus is the role played by early childhood educators. In particular, there is a need for early childhood environmental education training for pre-service educators. This study will explore the use of a UNESCO Biosphere Reserve as an outdoor classroom for early childhood environmental education pre-service professionals. Exploratory quantitative and qualitative descriptive data from a series of three short surveys (pre/post/delayed post) provide a basic overview of pre-service teacher perspectives, experiences, and outcomes of an environmental education intervention. The results indicate that the participating pre-service educators had little to no familiarity with the environmental concepts or the biosphere reserve site before participation in the intervention. The post-intervention and delayed post-intervention results show that pre-service educators perceived that their understanding of the concept had improved. The results also show a perception of the positive role that biosphere reserve sites can play in early childhood education. Three critical implications emerged from the overall quantitative and qualitative results: (1) specific support should be given for early childhood environmental education training; (2) biosphere reserve functions provide support for efforts to improve connections to nature; (3) early childhood education has the potential to support the broadening of the biosphere reserve audience. 

Keywords
biosphere reserve, early childhood environmental education, Kristianstad Vattenrike Biosphere Reserve, pre-service educator training
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-21813 (URN)10.3390/su13084231 (DOI)000645317000001 ()
Available from: 2021-04-19 Created: 2021-04-19 Last updated: 2022-02-10Bibliographically approved
Magntorn, O. (2015). Learning to read nature to understand the natural world and how it works. In: Boulter, Carolyn J.; Reiss, Michael J.; Sanders, Dawn L. (Ed.), Darwin-inspired learning: (pp. 59-72). Rotterdam: Sense Publishers
Open this publication in new window or tab >>Learning to read nature to understand the natural world and how it works
2015 (English)In: Darwin-inspired learning / [ed] Boulter, Carolyn J.; Reiss, Michael J.; Sanders, Dawn L., Rotterdam: Sense Publishers, 2015, p. 59-72Chapter in book (Other academic)
Abstract [en]

Ola Magntorn argues in Chapter 5 that the notion of ‘reading nature’, i.e. the ability to recognise organisms and relate them to other organisms and to material cycling and energy flow in a specific habitat, is central to ecology. Reading nature is therefore an important component of ecological literacy. Magntorn goes on to argue that in many ways Darwin was the first person to read nature in this way and that students too can be taught to read nature. He illustrates this with a number of case histories including one where primary school students (aged 10 to 12 years) were helped to read a river ecosystem by focusing on a small freshwater shrimp Gammarus pulex and its ecology. This helped the students to understand the river ecosystem by starting with a single organism and gradually building up from it.

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2015
Series
New directions in mathematics and science education ; 28
National Category
Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-13222 (URN)10.1007/978-94-6209-833-6_6 (DOI)978-94-6209-831-2 (ISBN)978-94-6209-832-9 (ISBN)978-94-6209-833-6 (ISBN)
Available from: 2014-11-21 Created: 2014-11-21 Last updated: 2015-06-29Bibliographically approved
Magntorn, O. (2012). Förmåga att läsa naturen. In: Helge Strömdahl & Lena Tibell (Ed.), Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning (pp. 208-227). Lund: Studentlitteratur
Open this publication in new window or tab >>Förmåga att läsa naturen
2012 (Swedish)In: Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, p. 208-227Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-9958 (URN)978-91-44-08165-6 (ISBN)
Available from: 2012-12-20 Created: 2012-12-20 Last updated: 2013-07-02Bibliographically approved
Magntorn, O. (2008). The quality of memorable first-hand experiences in science education. In: : . Paper presented at The 9th Nordic Research Symposium in Science Education. Reykjavik, Iceland
Open this publication in new window or tab >>The quality of memorable first-hand experiences in science education
2008 (English)Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Reykjavik, Iceland: , 2008
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-6125 (URN)
Conference
The 9th Nordic Research Symposium in Science Education
Available from: 2010-02-18 Created: 2010-02-18 Last updated: 2013-07-02Bibliographically approved
Magntorn, O. (2007). Reading nature: developing ecological literacy through teaching. (Doctoral dissertation). Norrköping: Swedish National Graduate School in Science and Technology Education
Open this publication in new window or tab >>Reading nature: developing ecological literacy through teaching
2007 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to other organisms and to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-of-doors. The data in the study is based on the following student groups; student teachers, primary students in years 3-4 and secondary students in years 7-8. Finally a group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education.

The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems is another aim of the study. The relevance of reading nature as a goal in science education is also studied by discussing the concept with experienced teachers and student teachers.

Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and they were basically asked to describe the ecosystem and explain why it looked the way it did. The main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature.

Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.

Place, publisher, year, edition, pages
Norrköping: Swedish National Graduate School in Science and Technology Education, 2007. p. 77
Series
Studies in science and technology education, ISSN 1652-5051 ; 6
National Category
Pedagogy Social Sciences
Identifiers
urn:nbn:se:hkr:diva-611 (URN)978-91-85715-25-1 (ISBN)
Public defence
(English)
Available from: 2009-03-13 Created: 2009-03-13 Last updated: 2014-07-28Bibliographically approved
Magntorn, O. & Helldén, G. (2007). Reading nature from a 'bottom-up' perspective. Journal of Biological Education, 41(2), 68-75
Open this publication in new window or tab >>Reading nature from a 'bottom-up' perspective
2007 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 41, no 2, p. 68-75Article in journal (Refereed) Published
Abstract [en]

This paper reports on a study of ecology teaching and learning in a Swedish primary school class (age 10-11 yrs). A teaching sequence was designed to help students read nature in a river ecosystem. The teaching sequence had a 'bottom up' approach, taking as its starting point a common key organism - the freshwater shrimp. From this species and its ecology, the perspective was broadened to involve studies of the interrelations between organisms and finally to the relationship between biotic and abiotic factors. A large part of the instruction took place outdoors. Students were interviewed three times during the course when they were presented with a tray full of objects (both biotic and abiotic) from the ecosystem. The students' task was to name and describe the objects and then to link them up in as many relevant ways as possible, explaining the reasons for the links. The interviews have been transcribed onto concept maps and SOLO-taxonomy was used to illustrate their developing ecological understanding. Results indicate how students related several abstract processes and correlations back to the key organism studied early in the teaching sequence.

Keywords
Ecological literacy, SOLO-taxonomy, concept maps, field studies
National Category
Pedagogy Social Sciences
Identifiers
urn:nbn:se:hkr:diva-186 (URN)000245659600005 ()0021-9266 (ISBN)
Available from: 2009-02-16 Created: 2009-02-11 Last updated: 2017-12-13Bibliographically approved
Magntorn, O. & Helldén, G. (2007). Reading new environments: students' ability to generalise their understanding between different ecosystems. International Journal of Science Education, 29(1), 67-100
Open this publication in new window or tab >>Reading new environments: students' ability to generalise their understanding between different ecosystems
2007 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 29, no 1, p. 67-100Article in journal (Refereed) Published
Abstract [en]

This paper is based on a study of how students' read nature in different ecosystems. Its focus is on ecology and the context is outdoors. This literacy has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat that is to be read. A teaching sequence was designed in order to develop a class of secondary students' ability to read nature in a forest ecosystem. After instruction they were taken to another ecosystem, a pond where they were asked to read the new environment. The main goal was to follow to what extent they can transfer their understanding from one ecosystem to another. The study is based on recorded interviews, field work, and classroom activities, and it shows the importance of learning general patterns in nature and relating them to functional groups of organisms in an ecosystem.

Keywords
Ecology, reading nature, secondary students
National Category
Pedagogy Social Sciences
Identifiers
urn:nbn:se:hkr:diva-185 (URN)10.1080/09500690600708543 (DOI)000242827600004 ()0950-0693 (ISBN)
Available from: 2009-02-16 Created: 2009-02-11 Last updated: 2017-12-13Bibliographically approved
Magntorn, O. & Helldén, G. (2006). Reading nature: experienced teachers’ reflections on a teaching sequence in ecology : implications for future teacher training. NorDiNa: Nordic Studies in Science Education (5), 67-82
Open this publication in new window or tab >>Reading nature: experienced teachers’ reflections on a teaching sequence in ecology : implications for future teacher training
2006 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 5, p. 67-82Article in journal (Refereed) Published
Abstract [en]

This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept ‘reading nature’ has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with the natural world that we face outside and the tools we have are our experiences from previous learning situations both in and out-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequences from a primary class studying a river ecosystem. Perceptions that teachers held were found to be supportive but complex and varied regarding the possibilities and advantages of implementing this type of teaching design in the everyday classroom. The paper finishes by identifying some implications for teacher training to support fieldwork and ecological literacy in primary schools in the future.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-6127 (URN)
Available from: 2010-02-18 Created: 2010-02-18 Last updated: 2017-12-12Bibliographically approved
Magntorn, O. & Helldén, G. (2006). Reading nature from a bottom-up perspective. In: Canas, Novak (Ed.), Proceedings from The Second International Conference on concept Mapping: . Paper presented at The Second International Conference on concept Mapping. San José, Costa Rica: Universidad de Costa Rica
Open this publication in new window or tab >>Reading nature from a bottom-up perspective
2006 (English)In: Proceedings from The Second International Conference on concept Mapping / [ed] Canas, Novak, San José, Costa Rica: Universidad de Costa Rica , 2006Conference paper, Published paper (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
San José, Costa Rica: Universidad de Costa Rica, 2006
Identifiers
urn:nbn:se:hkr:diva-6128 (URN)
Conference
The Second International Conference on concept Mapping
Available from: 2010-02-18 Created: 2010-02-18 Last updated: 2014-07-28Bibliographically approved
Magntorn, O. (2006). Reading nature: linking biodiversity and ecosystem function in an educational context. In: : . Paper presented at The Electronic Conference "Actions for the 2010 biodiversity target Europe: How does research contribute to halting biodiversity loss?". Helsinki: Helsinki University Printing House
Open this publication in new window or tab >>Reading nature: linking biodiversity and ecosystem function in an educational context
2006 (English)Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Helsinki: Helsinki University Printing House, 2006
National Category
Ecology
Identifiers
urn:nbn:se:hkr:diva-6124 (URN)952-10-3535-8 (ISBN)
Conference
The Electronic Conference "Actions for the 2010 biodiversity target Europe: How does research contribute to halting biodiversity loss?"
Available from: 2010-02-18 Created: 2010-02-18 Last updated: 2016-02-09Bibliographically approved
Organisations

Search in DiVA

Show all publications