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| 2. |
- Klaar, Susanne, 1964-, et al.
(författare)
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Action with friction : a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool
- 2012
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Ingår i: European Early Childhood Education Research Journal. - Oxfordshire, United Kingdom : Taylor & Francis. - 1350-293X .- 1752-1807. ; 20:3, s. 439-454
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Tidskriftsartikel (refereegranskat)abstract
- Research into preschool education has paid a lot of attention to investigating children’s conceptual development and cognitive learning aboutnature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of practical meaning making in Early Childhood Education. The study is largely based on John Dewey’s pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as the growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experiences, with a focus on analyses of toddlers’ bodily actions in nature encounters, is illustrated by a video recording of a toddler’s encounter with icy and clay surfaces. This encounter was analysed using Practical Epistemological Analysis. Toddlers’ inquiry processes were studied with a specific focus on functional coordination, i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways.
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| 3. |
- Sandell, Klas, et al.
(författare)
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An educational tool for outdoor education and environmental concern
- 2013
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 13:1, s. 36-55
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.
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| 4. |
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| 5. |
- Öhman, Johan, 1961-, et al.
(författare)
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Outdoor recreation in exergames : a new step in the detachment from nature?
- 2016
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 16:4, s. 285-302
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Tidskriftsartikel (refereegranskat)abstract
- A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).
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| 6. |
- Öhman, Johan, 1961-, et al.
(författare)
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Barns möte med naturen
- 2013
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Ingår i: Friluftsliv i förändring. - Stockhom : Rapport (Statens naturvårdsverk). ; , s. 115-130
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Öhman, Johan, 1961-, et al.
(författare)
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A didactic model of sustainability commitment
- 2021
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 13:6
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Tidskriftsartikel (refereegranskat)abstract
- This article proposes a model that describes and frames sustainability commitment. The model is based on didactic theory and pragmatic philosophy and is informed by several empirical studies on environmental and sustainability education (ESE) practice. The intention is for the model to serve as a critical perspective on ESE practices in secondary and upper secondary schools, and to offer a framework for the development of future practice with emphasis on teachers’ choices of content and teaching methods. The model suggests that a sound commitment is situated in the intersection of the intellectual, emotional, and practical aspects of sustainability. It is argued that: The intellectual aspect is essential for giving the commitment scientific rigor and a critical stance; emotions are vital for students to become dedicated; and skills to carry out appropriate actions for change is necessary for playing an active role in providing a sustainable transformation of society.
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| 8. |
- Öhman, Johan, 1961-, et al.
(författare)
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The ethical tendency typology : Ethical and moral situations in environmental and sustainability education
- 2019
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Ingår i: Sustainable Development Teaching. - Milton Parl and New York : Routledge. - 9780815357537 - 9781351124348 ; , s. 83-92
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Bokkapitel (refereegranskat)abstract
- In this chapter, the authors present and describe a typology of how ethics and morals appear in educational practice. The ‘ethical tendency typology’ distinguishes three different kinds of situations: personal moral reactions, norms for correct behaviour and ethical reflections. A moral reaction is a spontaneous, unpremeditated and non-intentional reaction to a personal experience of what one ought to do or not do in a specific situation. Norms for correct behaviour are social conventions regarding the correct way of acting in certain kinds of social activities. Ethical reflections, finally, are rational and systematic reflections about the reasons for moral actions. Each of the three situations is described and illuminated with empirical examples in terms of the diverse learning conditions they bring about. In the final section, the authors discuss the typology as a didactic tool for teachers to use when facilitating students’ learning and guiding their moral growth in relation to environmental and sustainability issues. Relating the typology to the pluralistic approach to ESE, the authors suggest principles for dealing with the ethical tendency in a democratically responsible way and how to promote students’ critical thinking and democratic action competence.
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| 9. |
- Östman, Leif, 1959-, et al.
(författare)
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Principles for sustainable development teaching
- 2019
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Ingår i: Sustainable Development Teaching. - Milton Park and New York : Routledge. - 9780815357537 - 9781351124348 - 9780367729585 ; , s. 40-56
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on how sustainability issues bring about specific challenges for teaching. The authors highlight the need to move beyond traditional ‘schooling’ practices and formulate five principles for designing sustainable development teaching: (1) create engagement for the content of teaching, (2) use the right focus for the teaching, (3) deal with local sustainability problems, (4) stress pluralism and (5) include ethical and political dimensions. These principles are based on a pragmatist, transactional didactic theory that understands learning and teaching in terms of action. Learning is approached as a process of meaning-making that takes into account both prior experiences and the specificity of a particular learning situation and that results in a more developed and specific repertoire for coordinating activities with the surrounding world. It is about extended possibilities to act. A vital aspect of learning is inquiry, which involves both action and reflection as inseparable activities. This perspective on teaching and learning makes it possible to stress pluralism and the ethical and political dimension of sustainability issues without falling into an anything-goes attitude.
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| 10. |
- Andersson, Erik, 1979-, et al.
(författare)
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Young people's conversations about environmental and sustainability issues in social media
- 2017
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Ingår i: Environmental Education Research. - Oxon, United Kingdom : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
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Tidskriftsartikel (refereegranskat)abstract
- Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
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