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  • 1.
    Hofman, Maria
    et al.
    Finland.
    Jeronen, Eila
    Finland.
    Palmberg, Irmeli
    Finland.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Yli Panula, Eija
    Finland.
    Systems thinking as a base for sustainable development2015Conference paper (Refereed)
    Abstract [en]

    Introduction: Systems thinking as a base for sustainable development

    Sustainable development is a wide and complex item often connected to environment and environmental policy. There are studies that show the importance of species identification, interest in nature and outdoor experience for achieving the understanding of environmental issues and understanding of a sustainable lifestyle.

    The fact is that there is an environmental knowledge gap existing. Ecological literacy is important to bridge this gap. It is important to develop a comprehensive understanding of complex casual relationships, as relationships between human systems and natural systems might be. The starting point to develop this complex understanding is for students to develop a mature understanding of key ecological concepts. These key concepts support more complex concepts which are the base for understanding the more complex relationships.

    In today’s society humans need to develop a narrow specialization, but they also need to develop a capacity of holistic thinking. This capacity of holistic thinking or systemic thinking is needed because for example sustainable development that links economy, human life and natural environment into one single entity. There are also some recent ecological literacy frameworks that emphasize systems thinking for the construction of a “big picture” view. Systems thinking is a way of thinking that can get people to see their part in the big picture. All are part of a system, everything you do affects the system. If a component is changing in a system, it causes changes in the other system components. The focus in such thinking is on processes and entirety instead of parts.

    Objectives: This will be a presentation of an article in progress. Newly qualified teachers teach about nature and biodiversity with the skills they have obtained during the obligatory part of their teacher education. Knowledge and identification of species is one of the factors that are important in developing an interest in environmental issues and sustainable development. The aim of the study is to find out more about Nordic student teachers’ conceptions about the relationship between species identification, biodiversity and sustainable development and to try to find out if the student teachers develop some kind of systems thinking through their teacher studies.

    Methods: The survey was conducted as a questionnaire to 456 second- to fourth- year student teachers. For this article mainly one qualitative question in the survey was analyzed. To analyze the relationships between the concepts we have used content analysis of the images and content analysis of text and terms as a method.

    Results: The results from the study are not completed yet.

    Conclusion: Because the results from the study are not completed yet, there are no conclusions yet.

  • 2.
    Keinonen, Tuula
    et al.
    Finland.
    Palmberg, Irmeli
    Finland.
    Ylia-Panula, Eija
    Finland.
    Kukkonen, Jaari
    Finland.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Vilkonis, Rytis
    Litauen.
    Higher education students’ perceptions of environmental issues and media coverage2016In: Discourse and Communication for Sustainable Education, ISSN 2255-7547, Vol. 7, no 1, p. 5-22Article in journal (Refereed)
    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.

  • 3.
    Keinonen, Tuula
    et al.
    University of Eastern Finland.
    Yli-Panula, Eija
    University of Turku.
    Svens, Maria
    Åbo Akademi University.
    Vilkonis, Rytis
    Siauliai University.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Palmberg, Irmeli
    Åbo Akademi University.
    Environmental issues in the media: students' perceptions in the three Nordic-Baltic countries2014In: Journal of Teacher Education for Sustainability, ISSN 1691-4147, E-ISSN 1691-5534, Vol. 16, no 1, p. 32-53Article in journal (Refereed)
    Abstract [en]

    The media, as a source of information, is supposed to have a significant role in effecting people's environmental knowledge and attitudes. The purpose of this study was to find students' perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.

  • 4.
    Korostenski, Jaromir
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Höglund, Hans-Olof
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Halling, Arne
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Environmental management system at higher education accentuates education for sustainable development2015Conference paper (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.

  • 5.
    Norrgård-Sillanpää, Pia
    et al.
    Finland.
    Berg, Ida
    Finland.
    Jeronen, Eila
    Finland.
    Kärkkäinen, Sirpa
    Finland.
    Palmberg, Irmeli
    Finland.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Yli Panula, Eija
    Finland.
    Student teachers’ conceptions about species identification and the relationship of biodiversity to sustainable development2015Conference paper (Refereed)
    Abstract [en]

    Introduction: Human wellbeing is depending either directly or indirectly on biodiversity, ecosystems and the services they provide. The ability to identify species is important to understand the concepts of biodiversity and sustainability. Biodiversity is a rather unknown concept to students and adults. Many students feel that being able to name organisms is not important to them and they have little interest in learning identification skills.

    Objectives: The purpose of this study was to clarify student teachers’ (N=425) interest in and conceptions of the importance of species identification and the relationship between biodiversity and sustainable development.

     

    Methods:  

            - The data was collected by using a semi-structured questionnaire with fixed and open questions. The questionnaire consisted of background questions, a species identification test and open and fixed question about species identification skills, biodiversity and sustainable development. The categories for analyzing the open answers were developed by using an inductive content analyze method. The open answers were discussed in the research group and triple-checked for a high reproducibility. The main categories of conceptions were emotional and aesthetic, cognitive, pragmatical, ecological, conservational, professional, educational, idealistic negative, contradictory and no views.

     

    Results: Student teachers explained their interest in plants and animals in a pragmatic way. Cognitive and no views where used to explain the importance of species identification today and in the future. Few students had a professional view. The relationships between species identification and sustainable development were described with cognitive views with almost equal amount of knowledge and conservational reasons. The relationship between biodiversity and sustainable development were explained with cognitive and no views.

    Conclusion: Many student teachers felt that species identification skills are not important today because of easy access to web based information. They also argued that it is less important for people living in cities to know species. Students felt that the reduction of species is not a problem for them, but a task for future generations. This point of view could affect their willingness to teach identification skills to their pupils in the future. Most students that had ecological views identified biodiversity like diversity between species and did not include all three aspects of biodiversity. The student teachers’ views of the interconnection between biodiversity and sustainable development are limited. Many did not understand the meaning of the words. Species are very important part of ecosystems and their decreasing trends jeopardize also human wellbeing. During the teacher education, it is important to develop student teachers ability to recognize that plants and animals are central in preservation of biodiversity and for a more sustainable future.

  • 6. Norrgård-Sillanpää, Pia
    et al.
    Berg, Ida
    Jeronen, Eila
    Kärkkäinen, Sirpa
    Palmberg, Irmeli
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Yli-Panula, Eija
    Student teachers' interest in and conceptions about species and species identification2014Conference paper (Refereed)
    Abstract [en]

    Humans are dependent on the service species and ecosystems provide. Being able to identify species is a key to understanding biodiversity. The purpose of this study was to clarify student teachers’ (N=426) interest in and conceptions of the importance of species identification and the relationship between biodiversity and sustainable development. The data was collected by the aid of using a semi-structured questionnaire with fixed and open questions. Student teachers explained their interest in plants and animals in a pragmatic, cognitive or emotional and aesthetic way. Pragmatic, cognitive and educational views where used to explain the importance of species identification today and in the future. Few students had a professional view. The relationships between species identification and sustainable development were described with cognitive, pragmatic, conservational and educational views, whereas the relationship between biodiversity and sustainable development were mostly categorised in the no, cognitive, ecological and conservational views. The student teachers´ conceptual framework related to biodiversity and the relationships between species identification and sustainable development were limited. The results are compared with related literature. This study increases and broadens researchers’ and teacher educators’, knowledge about the challenges of species identification in teacher education and at schools.

  • 7.
    Palmberg, Irmeli
    et al.
    Finland.
    Berg, Ida
    Finland.
    Jeronen, Eila
    Finland.
    Kärkkäinen, Sirpa
    Finland.
    Norrgård-Sillanpää, Pia
    Finland.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Vilkonis, Rytis
    Finland.
    Yli Panula, Eija
    Finland.
    Nordic-Baltic student teachers’ identification of and interest in plant and animal species : the importance of species identification and biodiversity for sustainable development2015In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847Article in journal (Refereed)
    Abstract [en]

    Knowledge of species, interest in nature, and nature experiences are the factors that

    best promote interest in and understanding of environmental issues, biodiversity and

    sustainable life. The aim of this study is to investigate how well student teachers

    identify common local species, their interest in and ideas about species identification,

    and their perceptions of the importance of species identification and biodiversity for

    sustainable development. Totally 456 student teachers for primary schools were tested

    using an identification test and a questionnaire consisting of fixed and open questions.

    A combination of quantitative and qualitative methods was used to get a more holistic

    view of students' level of knowledge and their preferred learning methods. The student

    teachers' ability to identify very common species was low, and only 3 % were able to

    identify most of the tested species. Experiential learning outdoors was suggested by

    the majority of students as the most efficient learning method, followed by experiential

    learning indoors, project work and experimental learning. They looked upon the

    identification of plants and animals as 'important' or 'very important' for citizens today

    and for sustainable development. Likewise, they looked upon biodiversity as 'important'

    or 'very important' for sustainable development. Our conclusion is that teaching and

    learning methods for identification and knowledge of species and for education of

    project-based methods in authentic environments.

    biodiversity and sustainable development should always include experiential and

  • 8. Palmberg, Irmeli
    et al.
    Berg, Ida
    Jeronen, Eila
    Kärkkäinen, Sirpa
    Norrgård-Sillanpää, Pia
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Vilkonis, Rytis
    Yli-Panula, Eija
    Nordic-Baltic student teachers' identification of species and understanding of biodiversity and sustainability2014Conference paper (Refereed)
    Abstract [en]

    Knowledge of species, interest in nature, and nature experiences are the factors that best promote interest in and understanding of environmental issues, biodiversity and sustainable life. The aim of this study is to investigate how well student teachers can identify common local species, their interests in and ideas about species identification and about the importance of species identification for biodiversity and sustainability. Totally 456 student teachers for primary schools were tested using an identification test and a questionnaire consisting of fixed and open questions. A combination of quantitative and qualitative methods was used to get a more holistic view of students’ level of knowledge. The student teachers in Nordic countries identified species reasonably well, while the student teachers in Lithuania identified only up to four species. Experiential learning outdoors was suggested by the majority of students as the most efficient learning method, followed by experiential learning indoors, project work and experimental learning. They regarded the knowledge of species as ‘important’ or ‘very important’ for citizens today, for sustainable development and for biodiversity. Our conclusion is that teaching and learning methods for education of biodiversity and sustainable development should always include experiential and project-based methods in authentic environments.

  • 9.
    Palmberg, Irmeli
    et al.
    Åbo Akademi University.
    Hermans, Mikaela
    Åbo Akademi University.
    Jeronen, Eila
    Univeristy of Oulu.
    Kärkkäinen, Sirpa
    University of Eastern Finland.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Yli-Panula, Eija
    Univeristy of Turku.
    Nordic student teachers' views on the importance of species and species identification2018In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847Article in journal (Refereed)
    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.

  • 10.
    Panula, Yli
    et al.
    Finland.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    My landscape: the environment Finnish, Swedish and Norweigan children want to conserve2016Conference paper (Refereed)
  • 11.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Abstract: Sfärernas symfoni i förändring? Lärande i miljö för hållbar utveckling med naturvetenskaplig utgångspunkt. En longitudinell studie i grundskolans tidigare årskurser2009In: Nyhetsblad - FND: Svensk förening för forskning i naturvetenskapernas didaktik, no 1, p. 11-Article in journal (Other academic)
    Abstract [en]

    Avhandlingen fokuserar på vilka begrepp som elever utvecklar inom miljöområdet under grundskolans tidigare år och hur deras begreppsutveckling sker. Undersökningen baseras på videoupptagningar under elevernas NO-lektioner samt enkäter och intervjuer insamlade i årskurs 3, 4 och 5. Analysinstrumentet i studien härstammar från vetenskapsområdet Earth System Science, ESS. Christel har kategoriserat varje ord, samband och sammanhang i förhållande till hur utsagorna förhåller sig till de olika naturliga sfärerna, samt om eleverna tar hänsyn till människans roll i naturen, dvs. antroposfärens/teknosfärens påverkan på naturliga samband och sammanhang. En fråga som Vad händer med innehållet i toalettstolen när du spolar? gör eleverna uppmärksamma på såväl rena som orena kretslopp. Resultaten visar att eleverna regelbundet mer eller mindre ställs inför konfliktsituationer som berör dagens miljöfrågor och framtidens frågor om en hållbar utveckling

  • 12.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Datorn som redskap i matematikundervisningen: perspektivet 0 till 13 år2004Other (Other academic)
    Abstract [sv]

    Huvudsyftet med undersökningen är att utröna i vad mån lärarstudenter har ett positivt eller negativt förhållningssätt till datorer i pedagogisk verksamhet och vilka argument som avgör deras ställningstagande. I arbetet redogörs för olika grundläggande vetenskapliga inlärningsteorier som ligger till grund för våra senaste läroplaner och styrdokument. De utgör utgångspunkter för uppsatsens centrala tema som bl.a. problematiserar kring en utökad användning av datorer i undervisningen och de konsekvenser det kan medföra. Urvalet är sådant att den utgör en tvärsnittsundersökning ur ett skolperspektiv samtidigt som den berör lärarutbildningen. Möjligheterna och riskerna analyseras i relation till olika inlärningsteorier och lärarnas förutsättningar att använda datorn som ett av många hjälpmedel för en varierad undervisning i skolan. Undersökningen är både kvalitativ och kvantitativ men i huvudsak inriktad på barns och elevers samlärande i förhållande till individuellt lärande inom ämnet matematik.

  • 13.
    Persson, Christel
    Kristianstad University, School of Education and Environment.
    Decision makers of tomorrow: children' views and knowledge concerning solutions for a sustainable future2010In: Active citizenship: abstracts, Malmö: Nordic Educational Research Association (NERA) , 2010, p. 64-65Conference paper (Other academic)
  • 14.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Earth System Science as a model for learning in environment and sustainable development2008In: Svensk geografisk årsbok, Lund: Sydsvenska geografiska sällskapet , 2008, p. 77-92Chapter in book (Other academic)
  • 15.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Elevers lärande i miljö för hållbar utveckling2009In: Locus, ISSN 1100-3197, Vol. 21, no 1, p. 4-19Article in journal (Refereed)
    Abstract [sv]

    Frågan om hållbar utveckling blir alltmer aktuell, inte minst i skolans undervisning. Denna studie av barns begreppsanvändning i NO-undervisningen visar på elevers osäkerhet om hur förändringar i miljön påverkar människan.

  • 16.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Environmental Learning for Sustainable Evolution in School and Teaching. Paper presented at International Organization for Science and Technology Education XI th Symposium Lublin 25-30 July2004Conference paper (Refereed)
  • 17.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Environmental learning related to Earth System Science in primary school2010In: Journal of Baltic Science Education, ISSN 1648-3898, Vol. 9, no 3, p. 196-211Article in journal (Refereed)
    Abstract [en]

    In this paper results from a longitudinal study, with 28 pupils in primary school, is presented. The question asked is how pupils develop concepts in a related to the natural- and the techno sphere. The qualitative research consists of interviews, questionnaires and video-recorded sequences in the pupils’ science learning. The results were analyzed according to the Earth System Science model and the expressions were categorized according to their logical reasoning about what is happening between the spheres. The explorative study indicates the pupils’ ability reasoning about solutions and developing their ontological views. It is a question about scientific facts and values. The overall conclusion is that the pupils over time are able to connect different environmental concepts and e.g. point out how toxic substances can be spread through the air into the water and the ground. Play and learning widens the perspectives and different explanations of concepts can be created.

  • 18.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Forskarutbildade lärares syn på forskningsanknytning och akademisk kompetens i lärarutbildningen2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2Article in journal (Refereed)
  • 19.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Forskningsanknytning i lärarutbildningen ur ett forskarperspektiv2013In: Utvecklingskonferens 13: att skriva för att leva, lära och lyckas / [ed] Åsa Lindberg-Sand, 2013, p. 74-Conference paper (Refereed)
    Abstract [sv]

    Forskningsanknytning är ett mångfacetterat begrepp och relationen mellan forskning och utbildning har blivit en ständigt aktuell fråga. Angelägenheten att knyta undervisning och forskning till varandra går tillbaka till Humboldtprincipen, dvs. den princip som etablerades av Wilhelm von Humboldt i början av 1800-talet. Det centrala i denna princip är att professorer och akademiska lärare både ska forska och undervisa och även involvera studenter på högre nivå i sin forskning.

    Få kvalitativa studier har genomförts avseende lärares egen erfarenhet om sambandet mellan undervisning och forskning. I ett fåtal studier med akademisk personal har det framkommit att det förekommer en påtaglig variation mellan akademikers erfarenheter och syn på förhållandet mellan forskning och undervisning. Somliga menar att forskning och undervisning är ömsesidigt förenliga aktiviteter medan andra menar att det finns lite eller inget samband mellan forskning och undervisning. Ett stort antal universitetslärare upplever också ett motstånd från studenterna som ibland anses svårt att överbrygga.

    I föreliggande studie är undersökningsgruppen åtta disputerade handledare och examinatorer i Naturvetenskapernas didaktik inom lärarutbildningens examensarbeten och kurser. Syftet är att rama in de väsentliga parametrar som respondenterna anser att deras forskarutbildning bidragit till avseende deras roll som handledare och examinatorer av lärarstudenternas examensarbeten. Vidare undersöks de forskande lärarnas attityder och förhållningssätt till tidfördelningen av arbetsuppgifterna undervisning och forskning i tjänsten.

    En universitetslärare har idag flera olika roller att fylla, universitetslärarrollen håller på att förändras. Många lärare inom akademien vill både forska och undervisa. När det gäller respondenternas självvärdering av sin forskarutbildning och relevans för handledaruppdraget anser de bland annat att den stärkt deras roll som handledare genom att de blivit modigare på olika plan vilket möjliggör ett annat sätt att utmana studenterna, den vetenskapliga säkerheten har stärkts och ett metaperspektiv har vuxit fram. Olika kurser inom forskarutbildningen har också haft avgörande betydelse för att bättre klara av uppdraget. Strategier i samband med handledningen är idag t.ex. att förmå studenter att följa en tidsplan, betona skrivprocessens betydelse och att väcka studenternas nyfikenhet i ett inledande skede.

    Hur viktig uppgiften upplevs vara för individen respektive institutionen är något som berörs av respondenterna och hur en organisation som gör det möjligt för forskare att själva också få möjlighet att forska skulle kunna se ut. De vittnar om att studenter på lärarprogrammet ofta har en negativ inställning till uppsatsskrivning och uppgifter som kräver vetenskapliga perspektiv och kritiska förhållningssätt. Det avspeglar sig i statusen att ta på sig olika uppdrag inom organisationen och budskapet från ledningen är numera att den individuella karriären premieras. Konkurrensen lärare och forskare emellan kan bidra till att studenter kommer i kläm när det t.ex. gäller kvalitetssäkring.

    Kopplingen mellan forskning och undervisning visar sig vara problematisk och för att inom lärarutbildningen vara behörig examinator för kurser krävs att vara disputerad. Detta förstärker maktspelet mellan adjunkter, lektorer, docenter och professorer i tider då diskussioner om förvaltning av forskningsanknytning i grundutbildning är högaktuell. Hur många olika roller det är möjligt att en universitetslektor ska klara av i sitt yrkesuppdrag?

  • 20.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Hållbar utveckling: en grupp gymnasieelevers resonemang om några livsstilsval2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2014, no 1, p. 119-145Article in journal (Refereed)
    Abstract [en]

    Citizens need to be prepared on socio- scientific issues in order to argue in interdisciplinary subjects related to cycles in soil, air and water, and the increased greenhouse effect. The ecological, economic and social perspectives must be understood as a whole, while the consumption of resources stems from various conflicts of interest. Focus in the study is to investigate how students in secondary school argue in a long term perspective about their ability to act in food-, water- and energy issues. Interviews and questionnaires have been the data collection methods. The analytical method was to reflect the students' statements regarding the external and internal environment in which the Earth System Science respective Agens´ model accounted analyzers. Most pupils expressed egocentric and short-term perspectives in their reasoning and they reflected on their lack of factual knowledge from school.

  • 21.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Learning environmental conceptions in primary school with a scientific approach. Paper presented at The 5th ESERA Conference: Contributions of Research to Enhancing Students’ Interest in Learning Science, 28 augusti – 1 september 2005 i Barcelona, Spanien2005Conference paper (Refereed)
  • 22.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Learning environmental concepts in primary school: a longitudinal study2007In: Record of proceedings - FontD: scientific meeting held in Vadstena, April 19-21, 2006 / [ed] Tibell, Lena & Strömdahl, Helge, Norrköping: The Swedish National Graduate School in Science and Technology Education, Department of Social and Welfare Studies, Linköping University , 2007Conference paper (Other academic)
  • 23.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Leken som ett redskap i lärandet i miljö i grundskolans tidigare årskurser2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning / [ed] Bengt Schüllerqvist, Margaretha Ullström & Sten-Olof Ullström, Karlstad: Karlstad University Press , 2009, p. 192-203Conference paper (Other academic)
  • 24.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leken som redskap i lärandet i miljö i grundskolans tidigare årskurser2006In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning / [ed] Ullström, S.O., Karlstad: Karlstad University Press, 2006, p. 193-204Chapter in book (Other academic)
  • 25.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Lärande i miljö i grundskolans lägre stadier: en studie av elevers användning av begrepp och samband med naturvetenskaplig utgångspunkt2005In: Naturfagsdidaktikkens mange facetterv: proceedings fra Det 8. Nordiske Forskersymposium om undervisningen i naturfag / [ed] Lisbeth Bering m.fl., Aarhus: Aarhus universitetsforlag , 2005Conference paper (Refereed)
  • 26.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lärande i miljö med inriktning mot ekologisk design2005Conference paper (Other academic)
  • 27.
    Persson, Christel
    Kristianstad University, School of Education and Environment.
    Lärande i riktning mot ett hållbart samhälle2012In: Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, p. 190-207Chapter in book (Other academic)
  • 28.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Lärande och utveckling av begrepp i miljö för hållbar utveckling2009In: Grundskoletidningen, ISSN 1652-7844, Vol. 19, no 4, p. 23-28Article in journal (Other academic)
    Abstract [sv]

    En inblick i hur elever i åldern 9-11 utvecklar begrepp i sitt NO-lärande. Hur de talar om och resonerar kring grundläggande sammanhang relaterat till jordens naturliga sfärer och människans och samhällets teknik.

  • 29.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Lärande och utveckling av begrepp i miljö för hållbar utveckling2009In: Från planering till skriftliga omdömen: del 1: matematik och NO, Solna: Fortbildningsförlaget , 2009, Vol. 19, no 4Chapter in book (Other academic)
    Abstract [sv]

    En studie baserad på videoinspelade samtal visar hur vi kan åskådliggöra elevernas förförståelse för naturvetenskapliga fenomen och möta dem där de är. Det kan underlätta planeringen av undervisningen.

  • 30.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Miljöarbete för framtidens samhällsmedborgare2016Conference paper (Refereed)
  • 31.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Models for learning and teaching in environmental sustainability in school: a short presentation of a new project in environmental research2004In: Learning to change our world?: Swedish research on education & sustainable development / [ed] Per Wickenberg, Lund: Studentlitteratur , 2004, p. 337-338Chapter in book (Other (popular science, discussion, etc.))
  • 32.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Naturens teknik och människans teknikutveckling: en idéhistorisk utblick2005In: Tsunami, ISSN 1651-5803, no 1Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ekologisk design är ett nytt vetenskapsområde, som omfattar olika sätt att finna miljöanpassade och optimerade tekniska lösningar. Förebild är den anpassning som ägt rum i naturen, där levande organismer anpassats och optimerats för att överleva under evolutionens gång. Sett i ett idéhistoriskt perspektiv finner vi emellertid att människor länge funderat på olika samband i naturen och våra egna konstruktioner. Grekiska matematiker som levde under 400- respektive 300-talet före vår tideräkning beskrev gyllene snittet och den gyllene kvoten 1,68034…, vilka är proportioner som betecknats som en ideala. Så vitt skilda föremål som långskeppet i Uppsala domkyrka och svenska flaggan är konstruerade enligt gyllene snittets proportioner. Men hur hänger det egentligen ihop? En granskning visar nämligen att redan pyramiderna som uppfördes 2 800 f Kr. följer gyllene snittets proportioner. Ännu mer anmärkningsvärt är att det i naturen också finns symmetrier som kan beskrivas med hjälp av den gyllene kvoten. Exempel är antalet fjäll hos en tallkotte och ananasens fruktblad. Bland sociala insekterna som bin och termiter återfinns exempel på optimeringar, som bidragit till deras överlevnad i oförändrade former under årmiljoner. I denna artikel ges slutligen exempel på utveckling av redskap i naturen som påminner om människans redskap, vilket markerar vår tillhörighet.

  • 33.
    Persson, Christel
    Kristianstad University, Department of Mathematics and Science.
    Nya former för lärande: leken som ett redskap i lärandet i miljö i grundskolans tidigare årskurser2006In: NorDiNa, ISSN 1504-4556, Vol. 2, no 1, p. 60-73Article in journal (Refereed)
  • 34.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Resultatrapport och vetenskaplig redogörelse av projektet "Miljöarbete för framtidens samhällsmedborgare"2016Report (Other academic)
  • 35.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Sammanfattning av: Sfärernas symfoni i förändring? Lärande i miljö för hållbar utveckling med naturvetenskaplig utgångspunkt. En longitudinell studie i grundskolans tidigare årskurser2008In: LMNT-nytt, ISSN 1402-0041, no 2, p. 5-6Article in journal (Other academic)
  • 36.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Sfärernas symfoni i förändring: lärande i miljö för hållbar utveckling med naturvetenskaplig utgångspunkt : en longitudinell studie i grundskolans tidigare årskurser2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This research deals with learning in science, including learning in environment for sustainable development. Learning in environment and sustainable development are obligatory perspectives in science as well as in other school subjects. The longitudinal study started in 2003, concerning 28 pupils nine years of age in a city in southern Sweden. Data collection has been caught in the pupils’ science lessons from year 2003 to 2006. In order to analyse the pupils’ development of concepts in science and in environment for sustainable development, I have videotaped a lot of sequences from the science lessons and followed up with questionnaires and questions in interviews. Stimulated recall is used to find the teacher’s intentions and reactions on the outcome of the lessons. The results are analysed according to the Earth System Science (ESS) model. It is a model, which describes the relations and interactions between the natural spheres: the atmosphere, hydrosphere, lithosphere as well as the biosphere, including man, and the technosphere/anthroposphere.

    The longitudinal approach resulted in important findings regarding the changes in the pupils’ answers over time. They develop complicated 'concept webs'. The concepts found among the pupils in this study are e.g. the hydrological cycle; life; soil; water in every day life; pollution; non-polluting busses as well as waste; collecting batteries; corrosion; greenhouse and the increasing greenhouse effect. Some concepts e.g. the hydrological cycle, life and soil can from the beginning be classified as concepts used in science, but also to describe what happens in the environment. Concepts as pollution; non-polluting busses; collecting batteries; corrosion; greenhouse and increasing greenhouse effect are used by the pupils to express relations and interactions in and between the natural spheres including man. The relation between man and nature is for the pupils an area of conflicts through the entire study when the pupils from a scientific approach will be aware of the impact on living ecosystems including themselves, today and in the future. The concepts are often connected to each other in a more or less complicated network, 'concepts webs'. The obtained results indicate that the Socratic dialogue is a possible and successful method to use for the development of pupils’ concepts in environmental questions and issues.

    Another finding in the study is how different methods, e.g. Play and learning, support environmental learning and learning for sustainable development during the science lessons. Play is important in integrated learning and gives opportunity to understand others’ perspectives, Theory of mind. The results indicate an integrated learning process by the pupils, implying in what way they express human impact on nature.

  • 37.
    Persson, Christel
    Kristianstad University, School of Teacher Education.
    Symphony of the spheres in change?: learning in environment for sustainable development in primary school with a scientific and longitudinal approach2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 1, p. 110-Article in journal (Other academic)
    Abstract [en]

    This research deals with learning in science, including learning in environment for sustainable development. These are obligatory perspectives in science as well as in other school subjects. The study, concerning 28 pupils nine years of age, started in a city in southern Sweden, in 2003. In order to analyse the pupils’ development of concepts in science and in environment for sustainable development, I have videotaped sequences from the pupils’ science lessons and followed up with questionnaires and questions in interviews. Stimulated recall is used to find the teacher’s intentions and reactions on the outcome of the lessons. The results are analysed according to the Earth System Science (ESS) model. It is a model, which describes the relations and interactions between the natural spheres: atmosphere, hydrosphere, lithosphere as well as biosphere, including man, and technosphere/anthroposphere. The concepts found among the pupils in this study are the hydrological cycle; life; soil; water in every day life; pollution; non-polluting busses as well as waste; collecting batteries; corrosion; greenhouse and the increasing greenhouse effect. Some concepts e.g. the hydrological cycle, life and soil can from the beginning be classified as concepts used in science, but also to describe what happens in the environment. Concepts as pollution; non-polluting busses; collecting batteries; corrosion; greenhouse and increasing greenhouse effect are used by the pupils to express relations and interactions in and between the natural spheres including man. The relation between man and nature is for the pupils an area of conflicts through the entire study when the pupils from a scientific approach will be aware of the impact on living ecosystems including themselves, today and in the future. The longitudinal approach resulted in important findings regarding the changes in the pupils’ answers over time. The concepts are often connected to each other in a more or less complicated network, ‘concepts webs’. My obtained results indicate that the Socratic dialogue is a possible and successful method to use for the development of pupils’ concepts in environmental questions and issues. Another finding in the study, which ended in 2006, is how different methods, e.g. Play and learning, support environmental learning and learning for sustainable development during the science lessons. Play is important in integrated learning and gives opportunity to understand others’ perspectives, Theory of mind. The results indicate an integrated learning process by the pupils, implying in what way they express human impact on nature.

  • 38.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Uppdraget "Entreprenörskap i lärarutbildningen": projektrapport Entreprenöriellt lärande vid Högskolan Kristianstad2012Report (Other academic)
  • 39.
    Persson, Christel
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Visuella representationer i NO-undervisningen: främja elevers lärande i NO, II Del 32015In: Article in journal (Refereed)
  • 40.
    Persson, Christel
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Ahlqvist, S
    Eklund-Peterson, B
    Svensson, A
    Building for the future: a storyline course for student teachers2008Conference paper (Other academic)
  • 41.
    Persson, Christel
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Andersson, J
    Slutrapport projektet ämnesdidaktik interreg IV A Öresund, Kattegatt, Skagerak med Tänkbar utildningsstruktur för lärarutbildningarna i Sverige och i Danmark interreg IV A2011Report (Other academic)
  • 42.
    Persson, Christel
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Andersson, John
    Danmark.
    Geckoödlan och luktroboten: naturen som förebild i ingenjörskonsten2011Conference paper (Other academic)
  • 43.
    Persson, Christel
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Korostenski, Jaromir
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Halling, Arne
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Högskoleutbildning i hållbar utveckling - en kartläggning vid Högskolan Kristianstad2015Report (Other (popular science, discussion, etc.))
  • 44.
    Persson, Christel
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Musidlowska-Persson, Anna
    Lund University.
    Learning environmental concepts in primary school for sustainable development2007In: Journal of Earth System Science Education, ISSN 1529-7993Article in journal (Refereed)
    Abstract [en]

    This paper explores environmental education research in primary school. The longitudinal study started in 2003, with 29 children nine years of age, in a city in southern Sweden. The teacher works with projects in science and technology to stimulate the pupils’ interest and participation in environmental education. Semi-structured interviews with the young pupils have been carried out. In order to analyse the classroom communication between the teacher and the children and also among the children, videotaped sequences from the lessons are collected, in which the Socratic dialogue is practiced. Stimulated recall as a method is also used to find out the teacher’s reactions during the lessons. In order to catch environmental details as well as a holistic perspective, the Earth’s system model is used in the analysis, e.g. the lithosphere, the atmosphere and the hydrosphere as well as the biosphere and the technosphere.

    It was observed that the children are able to argue about possibilities to change different daily routines in different ways, which reduce disturbances to the environment. Some pupils can see the connection between the increasing greenhouse effect and pollution from the cars. Others can see relations between increasing temperature and melting polar caps. In stimulated recall the teacher points out possible connections in the Earth system and in environmental learning.

    This material is one part of an ongoing longitudinal doctoral study and the videotaped sequences have been caught from year 2003 to 2006. The interviews with the children have been taped every spring from year 2003 to 2006.

  • 45.
    Persson, Christel
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Mårtensson, Lennart
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Korostenski, Jaromir
    Halling, Arne
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Mänskliga avtryck för hållbar utveckling: hur kan de synliggöras, beskrivas och förstås i relation till förskolans uppdrag?2017In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 25-34Article in journal (Other academic)
  • 46.
    Persson, Christel
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Persson, Torsten
    Hållbar utveckling – igår, idag och imorgon?2012In: Hållbar utveckling: samhällsplanering, lokala villkor och globala beroenden / [ed] Tonell Lennart, Stockholm: Svenska sällskapet för antropologi och geografi , 2012, p. 11-34Chapter in book (Refereed)
  • 47.
    Persson, Christel
    et al.
    Kristianstad University, School of Education and Environment.
    Persson, Torsten
    Hållbar utveckling: människa, miljö och samhälle2011 (ed. 2)Book (Other academic)
    Abstract [sv]

    Vår planet befolkas i dag av 7 miljarder människor. Inom en snar framtid kan vi vara så många som 9 miljarder. Hur ska vi leva och fördela jordens resurser så att också framtida generationer kan få ett bra liv här på jorden? 

     Hållbar utveckling - människa, miljö och samhälle är en lärobok avsedd för studier i gymnasieskolans kurser 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 andra omarbetade upplaga ges en tydlig bild av hur hållbar utveckling har utvecklats från ett snävt naturvetenskapligt ämne till ett brett, tvärvetenskapligt perspektiv. 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. Därför är också kunskapen i dag om de grundläggande sambanden i naturen så otroligt mycket vktigare.

    Boken har en tydlig utgångspunkt i de internationella överenskommelser som träffats avseende utbildning i miljö och hållbar utveckling. Boken vilar på naturvetenskaplig grund, samtidigt som den behandlar frågeställningar som på ett tvärvetenskapligt sätt berör sambanden mellan resurser i naturen och vår livsstils påverkan på miljö och samhälle. Särskild hänsyn tas till det demokratiska arbetet för hållbar utveckling, som i skolan och högskolan, särskilt lärarutbildningen, kan grundas på ett praktiskt miljöledningsarbete.

    Boken utgör också ett värdefullt redskap för problematisering av frågor om miljö och hållbar utveckling genom att tydliggöra hur olika människor ser på naturen, människan och samhället, etiskt, ideologiskt och på andra sätt. Varje kapitel avslutas med ett antal fakta- och diskussionsfrågor.

  • 48.
    Persson, Christel
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Persson, Torsten
    Hållbar utveckling: människa, miljö och samhälle2007Book (Other academic)
  • 49.
    Persson, Christel
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Persson, Torsten
    Hållbar utveckling: människa, miljö och samhälle2015 (ed. 3)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.

  • 50.
    Persson, Christel
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Persson, Torsten
    Miljökunskap för gymnasieskolan2001 (ed. 1)Book (Other (popular science, discussion, etc.))
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