| 1. |
- Fridberg, Marie
(författare)
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"Kan man tvätta vatten?"
- 2021
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Ingår i: Att arbeta med hållbar utveckling i förskolan. - : Gleerup. ; 1:1, s. 13-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Thulin, Susanne, et al.
(författare)
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Avslutande reflektioner
- 2021
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Ingår i: Att arbeta med hållbar utveckling i förskolan. - : Gleerup. ; 1:1, s. 145-152
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Beery, Thomas, et al.
(författare)
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Broadening the foundation for the study of childhood connectedness to nature
- 2023
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Ingår i: Frontiers in Environmental Science. - : Frontiers Media S.A.. - 2296-665X. ; 11, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- The spatial aspect of access to nature experience is considered a key factor for studying school-age educare and connectedness to nature. While the standard approach for questions of connectedness to nature is to study at the individual level using methods such as observations, psychometric scaling, and interviews, less common are spatial methods applied to structural or collective aspects of these questions; connectedness to nature study rarely considers the human relationship with nature across sociocultural/structural/institutional levels. Spatial analysis is presented as a step toward a broader consideration of connectedness to nature; careful consideration of connectedness to nature/disconnection must explore the forces beyond the individual shaping access and opportunity. Specifically, the study considers access through proximity to nature from school-age educare sites in the Swedish city of Malmö. Using spatial methodology, proximity to nature was measured at 67 school-aged educare sites. The results provide a complex picture of a range from high to low-quality access to nature for children at the sites. The results help highlight the importance of access via proximity while also opening the door to a mix of other sociocultural/structural/institutional factors to be considered in support of children’s access to nature experience.
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| 6. |
- Beery, Thomas, et al.
(författare)
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Connectedness to nature : a tale of three scales
- 2024
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Ingår i: Environmental Education Research. - : Carfax Publishing Ltd.. - 1350-4622. ; , s. 23
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Tidskriftsartikel (refereegranskat)abstract
- A substantial body of research highlights the value of nature experience in supporting children’s well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner program measurement. The combination of interest in C2N and the potential for measuring the human relationship with nature provide the background for this exploratory study. The study’s goal was to highlight the appropriate use of C2N scales based on considerations of context and culture. Three different, albeit related, efforts to translate, adapt, and use C2N measurements with children in a Danish-Swedish context during 2021–2022 were examined using case study methodology. Synthesis of the case studies provides general lessons and specific insights researchers and practitioners have learned regarding scale development and the application of measurement tools for children. Process functionality, child well-being, and conceptual appropriateness are three outcomes of the analysis that guide using child-oriented C2N scales in a Nordic context. The results highlight promoting discussions about nature and children’s access to nature while guiding scale use. Based on the results, a checklist was created supporting a decision-making process for scale use.
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| 7. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotar utvecklar lärandet
- 2018
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Ingår i: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 8. |
- Cronquist, Björn, et al.
(författare)
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Robotar utvecklar lärandet
- 2018
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Ingår i: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotics and early-years stem education : botSTEM framework, toolkit, and implemented activities in Sweden
- 2019
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Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project in terms of a collection of good educational practices summarized in a freely downloadable Toolkit and results from a qualitative analysis of implemented activities during science teaching in Swedish preschools are presented here. The preliminary analysis of the implementations indicate that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.
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| 10. |
- Cronquist, Björn, et al.
(författare)
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Robotics and early-years stem education : the botSTEM project
- 2021
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Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robot-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education, and children aged between 4 and 8, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This presentation presents initial results in terms of a collection of tested educational practices summarized in a freely downloadable Toolkit, and results from a qualitative analysis of implemented activities in Swedish preschools. The preliminary analysis of the implementations indicates that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.. Also, when compared, digital programming with ause of robots promotes discussions among teachers and children that involve more versatile robotic words then un-plugged programming does.
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