| 1. |
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Unraveling the logics of landscape
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Despite conceptual oscillations through times, the concept of landscape remains highly subjective, whereupon unraveling its 'logics' opens up to a plurality of interpretations. Accordingly, by focusing on the interconnections present in the non-haphazard production of landscape, this publication elaborates on how the rural landscape is valued, monitored, changed, harbored, used and misused, be it through actions, representations or metaphors. This book covers a broad range of topics, with contributions from scholars from more than 30 countries.
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| 2. |
- Hammarsten, Maria, et al.
(författare)
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Developing ecological literacy in a forest garden : children’s perspectives
- 2019
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis Group. - 1472-9679 .- 1754-0402. ; 19:3, s. 227-241
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Tidskriftsartikel (refereegranskat)abstract
- Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.
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| 3. |
- Jelenkovic, A., et al.
(författare)
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Genetic and environmental influences on adult human height across birth cohorts from 1886 to 1994
- 2016
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Ingår i: eLIFE. - Cambridge, United Kingdom : eLife Sciences Publications. - 2050-084X. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Human height variation is determined by genetic and environmental factors, but it remains unclear whether their influences differ across birth-year cohorts. We conducted an individual-based pooled analysis of 40 twin cohorts including 143,390 complete twin pairs born 1886-1994. Although genetic variance showed a generally increasing trend across the birth-year cohorts, heritability estimates (0.69-0.84 in men and 0.53-0.78 in women) did not present any clear pattern of secular changes. Comparing geographic-cultural regions (Europe, North America and Australia, and East Asia), total height variance was greatest in North America and Australia and lowest in East Asia, but no clear pattern in the heritability estimates across the birth-year cohorts emerged. Our findings do not support the hypothesis that heritability of height is lower in populations with low living standards than in affluent populations, nor that heritability of height will increase within a population as living standards improve.
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| 4. |
- Nilsson, Monica, et al.
(författare)
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Will this be on the exam? : The tension between use value and exchange value in higher education and its relation to forms of learning
- 2007
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Konferensbidrag (refereegranskat)abstract
- This paper explores discourses in higher education viewing two pairs of concepts, on the one hand, the concepts of use- vs. exchange value and on the other, the concepts of deep vs. surface learning. Drawing on Yrjö Engeströms’ position of use- vs. exchange value, and his elaboration on the activity system, we assert that any component in an activity system combines two inherent forces which compete yet presuppose one other. It is this dialectical relationship which makes systems dynamic and thus change over time. The paper is based on an empirical study using data from a distance- and net based course in general pedagogy at a Swedish university. In the context of higher education, the tension between use- and exchange value is present on a daily basis in the life and work of instructors and students. A student has to pay attention to rules and regulations that form the structure of the educational institution. For example, the Swedish educational system requires that a student maintain a certain number of credits per semester in order to qualify for a study loan. On the other hand, the university’s state funding is based on how many students pass their exams. For the student, the credit requirement often leads to a strategic approach to learning governed by a wish to pass the test as the major goal. For the instructor, the funding rule compels her to organize the interpreted curriculum so that the content of the course becomes achievable within the course time limit and the level of achievement is measurable. Thus, the student and the instructor have a shared interest. We define these interests as the exchange value of education. However, both the instructor and the student have an interest in reaching a goal beyond the immediate satisfaction of obtained credits. This goal is about developing competence, capabilities, skills and insights held as important in higher education. We define these goals as use value of education.At a first glance one would tend to relate the exchange value of education with what has been defined as the surface approach to learning (Marton & Booth, 1997). The surface approach to learning focuses on what can be called the sign, for example, a text itself (ibid). This implies that memorization, replication and rote learning become the main approaches to learning. A student’s attitude rests on the belief that knowledge is to be declared as rather fixed answers and tested in terms of right and wrong. This is in contrast to the belief that knowledge is constructed through an understanding of complex phenomenon and concepts involving the act of relating previous knowledge and experiences with new knowledge. On the other hand, the concept of the deep approach to learning could easily be related to the use value of education since this approach focuses on what which is signified, for example, the meaning of a text. The deep approach to learning also focuses on using organizing principles to integrate ideas (Marton & Booth, 1997). Hence, this approach leads to a more durable and complex set of competencies, skills, and insights. However, under present conditions this approach might require a longer process, which might not be available within the existing institutional structures. Thus, we assert that, there are a bound to be consequences for higher education in terms of the quality of learning.In this paper, though, we are interested in understanding the dialectical relationship between use- and exchange value and the link to learning. Thus, we want to go beyond the immediate perception of the relationship between exchange value and surface learning, on the one hand, and use value and deep level learning, on the other. In this paper we ask the following two questions. What are the signs of use- and exchange value in communication between students and instructors in higher education? How are manifestations of use- and exchange value approached by students and instructors in higher education aiming at a deep approach to leaning? Thus, the purpose of the paper is to contribute to an understanding of the dialectical tension in the object of the activity of higher education and its relationship to forms of learning. With forms of learning we here refer to surface- and deep approaches to learning but we might also include expansive learning though that is not the main focus of this study.On an applied level, higher education institutions aiming at deep approach to learning and durable and complex competencies, skills, and insights should benefit from this study.
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| 5. |
- Ebitu, Larmbert, et al.
(författare)
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Citizen science for sustainable agriculture : A systematic literature review
- 2021
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Ingår i: Land use policy. - : Elsevier. - 0264-8377 .- 1873-5754. ; 103
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Forskningsöversikt (refereegranskat)abstract
- Farmers as volunteers in research could potentially provide a rich resource for exploring sustainable agricultural research questions. To discern emerging patterns in citizen science-based studies on topics with relevance for sustainable agriculture and reveal salient challenges and opportunities for conducting such studies, we conducted a literature review of 27 articles from the period 2004–2019 of 250 publications screened from Google Scholar. These articles were thematically grouped under the topics: Soil health, climate adaptation, pest/pathogen monitoring, invasive species, inputs and outputs and pollination. Participants’ characteristics, motivations, study design and project outcomes in the reviewed articles were summarized and discussed. Both observational and experimental studies were represented in the articles, while emerging trends point towards field experimentation and ‘Large-N′ trials by lay farmers. Crowdsourcing lends itself to projects where the main role of the public is local visual observations and reporting, such as in pest/pathogen monitoring. Challenges included methodological issues such as validation procedures, but above all motivation, recruitment, and retention of volunteers. Despite the importance of participatory approaches for deeper citizen involvement for sustainability transitions and for the quality of knowledge outcomes, the role of citizens was overall restricted to data collection. Several of the methodologies proposed would be difficult to implement in low-income countries, and relatively few studies pertained to agricultural concerns of the global South. To lend value to farmers' time, we recommend projects relevant to livelihoods, health issues or local farming problems, accompanied by well-structured data feedback protocols, routing study results back to farmers.
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| 6. |
- Earl, Robyn, et al.
(författare)
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Visual search strategies of pedestrians with and without visual and cognitive impairments in a shared zone : A proof of concept study
- 2016
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Ingår i: Land use policy. - : Elsevier. - 0264-8377 .- 1873-5754. ; 57, s. 327-334
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Tidskriftsartikel (refereegranskat)abstract
- Shared zones have gained increasing popularity in urban land use and design as a means of incorporating the needs of multiple modes of transport, while at the same time promoting social interaction between users. Interactions within shared zones are based on a set of informal social protocols, communicated via eye contact and social cues. This proof of concept study utilised eye-tracking technology to examine the visual search strategies of individuals, with and without visual and cognitive impairments as they navigated a strategically chosen shared zone. In total 3960 fixations were analysed and the fixations were distributed across the shared zone and a pedestrian crossing. Those with impairments were more likely to fixate on traffic specific areas and objects compared to those without, suggesting that they required more input ascertaining when and where it was safe to perform tasks. However, the duration of fixation was not significantly different for an object whether it was traffic related or not, indicating a global need for increased processing time of the surrounding environment. Shared zones are claimed to increase driver awareness and safety and reduce congestion, but the implications on participation and safety for those with visual and cognitive impairments is yet to be extensively explored.
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| 7. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Mechanisms enabling knowledge production in learning study
- 2020
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 9:1, s. 78-91
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.Design/methodology/approachThe research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.FindingsThis paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.Originality/valueThe paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.
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| 8. |
- Avery, Helen, et al.
(författare)
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Working with the divides : Two critical axes in development for transformative professional practices
- 2017
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 18:5 : Special issue on Professional Development in Higher Education for Sustainable Development, s. 666-680
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness. Method: Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared. Findings: Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches. Limitations: However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers. Practical implications: Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability. Societal implications: Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels. Value: The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.
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| 9. |
- Mourad, Khaldoon A, et al.
(författare)
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The role of citizen science in sustainable agriculture
- 2020
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 12:24
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Forskningsöversikt (refereegranskat)abstract
- Farmers know much more than we think, and they are keen to improve their knowledge in order to improve their farms and increase their income. On the other hand, decision-makers, organizations, and researchers are increasing their use of citizen volunteers to strengthen their outcomes, enhance project implementation, and approach ecosystem sustainability. This paper assesses the role of citizen science relating to agricultural practices and covers citizen science literature on agriculture and farmers’ participation during the period 2007–2019. The literature was examined for the role of citizen science in supporting sustainable agriculture activities, pointing to opportunities, challenges, and recommendations. The study identified the following gaps: insufficient attention to (1) long-term capacity building and dialogue between academics and farming communities; (2) developing countries in the global South and smallholders; (3) agriculture trading and marketing; (4) the rationales of selecting target groups; (5) contributing to accelerated sustainability transitions. The main aim of the research projects reviewed in this study tended to focus on the research outcomes from an academic perspective, not sustainable solutions in practice or sustainability in general. More research is needed to address these gaps and to widen the benefits of citizen science in sustainable agricultural practices.
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| 10. |
- Ericsson, Malin, et al.
(författare)
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Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging
- 2017
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Ingår i: Proceedings of the National Academy of Sciences of the United States of America. - : National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 114:27, s. 7001-7006
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Tidskriftsartikel (refereegranskat)abstract
- In this report we analyzed genetically informative data to investigate within-person change and between-person differences in late-life cognitive abilities as a function of childhood social class. We used data from nine testing occasions spanning 28 y in the Swedish Adoption/Twin Study of Aging and parental social class based on the Swedish socioeconomic index. Cognitive ability included a general factor and the four domains of verbal, fluid, memory, and perceptual speed. Latent growth curve models of the longitudinal data tested whether level and change in cognitive performance differed as a function of childhood social class. Between-within twin-pair analyses were performed on twins reared apart to assess familial confounding. Childhood social class was significantly associated with mean-level cognitive performance at age 65 y, but not with rate of cognitive change. The association decreased in magnitude but remained significant after adjustments for level of education and the degree to which the rearing family was supportive toward education. A between-pair effect of childhood social class was significant in all cognitive domains, whereas within-pair estimates were attenuated, indicating genetic confounding. Thus, childhood social class is important for cognitive performance in adulthood on a population level, but the association is largely attributable to genetic influences.
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