| 1. |
- Duveskog, Deborah
(författare)
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Farmer Field Schools as a transformative learning space in the rural African setting
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aims of this research was to understand how education in the rural African faming setting can contribute to development and well-being in a way that is empowering for the poor. The Farmer Field School (FFS) approach, provided an empirical frame for the research. By reflecting on experiences of FFS participants in East Africa, the research tried to answer how the FFS learning experience play out in the daily lives of participants and their families and the role that FFS play in assisting participants to take control over their own development and enhanced well-being. Conceptually the research was framed by constructivist line of thoughts, adult education and transformative learning theories. The research applied a mixed methods approach with a variety of qualitative and quantitative tools including participatory identification of indicators of empowerment, large scale household surveys with a total of 2000 farmers and in-depth interviews. Data analysis from the quantitative survey work indicated a relationship between farmer participation in FFS, empowerment and increased wellbeing in all three countries studied. The study thus argue for an empowerment route to well-being, triggered by group based learning. The research further indicate significant impact of FFS in terms of building the capacity of people to make choices and decisions that ultimately lead to increased uptake of agricultural innovations, access to services and markets as well as collective action. Qualitative data revealed significant social impacts of FFS in terms of changes in everyday life of participants, transformation of self-concept, change in gender roles and relations, customs and traditions, community relations and an increase in household economic development. A number of pedagogical tools applied in the FFS was found to be instrumental in facilitating transformative learning and empowerment. Major conclusions of the study are the need for investment in human capacity and the importance of an appropriate mix of technological and social advancement for development. The implications of the research are relevant within the fields of rural development, gender studies and for transformative learning and adult education theory. Further, the study contributes knowledge on how to measure empowerment in the poverty setting.
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| 4. |
- Larsson Jönsson, Helene
(författare)
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Studiebesökens pedagogiska potential i högre utbildningar : intervjubaserad studie av Lantmästarprogrammet
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Inom ramen för en fyra-veckors projektkurs genomfördes en intervjubaserad studie om studiebesökens utnyttjande på Lantmästarprogrammet vid SLU. Studiens syfte var att få en inblick i kursledares och studenters uppfattning samt deras pedagogiska tankar om studiebesök. Studien består av tre intervjuer med kursansvariga lärare samt av en gruppintervju med åtta lantmästarstudenter. Intervjumaterialet sammanställdes till ett protokoll som sedan användes för att skapa nya frågekategorier. Intervjuerna visade att det fanns variation mellan olika studiebesök både vad gäller planering, genomförande och återkoppling. De intervjuade lärarna lade stor vikt vid att skapa ett bra förhållande mellan universitet och näringsliv. Lärarna hade många kreativa idéer och hade funderat/provat på att använda studiebesöken på ett sätt så att studenterna hade möjlighet att uppnå en djupare förståelse. Studentgruppen önskade en bättre planering och tydligare mål med studiebesöken så att de kan fokusera på rätt saker när de är ute på studiebesöken. Vidare ser studenterna gärna att de har någon sorts uppgift att ta reda på eller praktiskt utföra under studiebesöken så att de kan koppla ihop teori och praktik. Intervjustudien gav en bra inblick i hur lärare och studenter på Lantmästarprogrammet upplever studiebesöken och kan användas som underlag till vidare diskussion mellan lärare och studenter så att studiebesöken kan utvecklas så att de kan bidra till att ge studenterna en djupare förståelse.
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| 5. |
- Melin, Martin
(författare)
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A roadmap towards action education - The Nextfood approach
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- In an age of accelerating change, where society seeks to develop pathways towards a more sustainable future, there is increasing recognition of the need for an educational response. Future change agents must be equipped with the competences needed to deal with the complex challenges of sustainability. Education plays a key role in addressing the threats from climate change and in supporting a transition to more sustainable production and consumption of food and other bio-based products.The Decade of Education for Sustainable Development, launched by the United Nations in 2005, aimed “to integrate the values inherent in sustainable development into all aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all” (UNESCO 2005). Through education for sustainable development, students must become better equipped to link societal and economic activitiesto environmental issues and be better prepared for dealing with societal challenges.In a recent declaration, the European Education Arena 2025, EU-leaders prioritised the need to build on inclusive and high-quality education as a part of the Green Deal Strategy (European Union 2020). An education characterised by transdisciplinary, learnercentered and action-oriented approaches is mentioned as an important means to foster transversal skills. These skills are not confined to a specific task within adiscipline or dependent on a narrow field of knowledge. Critical thinking, creativity, entrepreneurship and civic engagement are among the capabilities most needed in our rapidly evolving society and work life.The NextFOOD consortium was established in 2018. Its members consist of university students, academics, field professionals, farmers and other stakeholders in society. The primary consortium activities are case studies of action-oriented education, sharing of experiences and research. In 2022, the NextFOOD roadmap (Fig. 1) towards a vision of action education was developed from reviewing the outcomes of 12 educational case studies and of several workshops organised by the consortium. The workshopparticipants identified factors that have been critical for them to transform traditional educational approaches to more action-oriented learning. They discussed the challenges they have faced and the strategies they have applied to overcome them. Based on these discussions, we were able to identify which steps seemed critical for success. The purpose of the resulting roadmap is to support the transformation of educational systems in the agrifood, forestry and similar sectors towards the action-orientation that is needed to build sustainability competences among the students (learners). It is to be used by course leaders, educational managers and teaching practitioners at the high school, vocational and university levels who want to drive such a change in educationThe roadmap depicts various signposts, each representing a step towards creating the foundation for educating the next generation of professionals in agri-food and similar systems. The roadmap was presented at the final consortium meeting of NextFOOD in April 2022 and the participants gave their feedback to the final version. As a user of the roadmap, you may likely experience detours and unexpected obstacles as you proceed with the change process. The roadmap is intended as a visual metaphor. It will help you to create ownership and spur creativity, if you adjust the sequence of the steps to your own situation.The usefulness of the roadmap can be enhanced through accessing the NextFOOD Research Protocol (Lenaerts, L., et al. 2019), the NextFOOD Master Manual (Lenaerts, L., et al. 2022) and the NextFOOD Toolbox (Nicolaysen, A.M. et al. 2020). The manual and the toolbox provide different tools (“how-to instructions”) as well as theoretical inputs. The NextFOOD document on “Educational Approaches (Lieblein, G. et al. 2019) provide a further conceptual base for the NextFOOD approach to action education.
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- Dolling, Ann, et al.
(författare)
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Nature-based integration of immigrants in Europe: A review
- 2019
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Ingår i: Urban Forestry & Urban Greening. - : Elsevier BV. - 1618-8667 .- 1610-8167. ; 43
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Forskningsöversikt (refereegranskat)abstract
- The European Commission has promoted revisiting and developing approaches for the successful integration of migrants all over Europe. One possible response to address this challenge is using nature as an arena for social integration of newcomers. In this study, we review European research on the relationship between nature and integration of immigrants. The aim is to contribute to the theoretical understanding of nature-based integration of immigrants as well as to reveal the possible contribution of nature and green spaces to the integration of immigrants in Europe. Based on a systematic review, we identified 11 European papers that linked nature to the integration of the immigrants. The relationship between nature and integration can be understood in terms of: 1) Structural integration describing access to common resources and main institutions of society, 2) cultural integration with aquisition of knowledge and competences, cultural aspects, common practices, general rules of behaviour, 3) interactive integration describing friendships and social interactions, 4) identificational integration with emotional bonds to other groups and places. According to the results, nature can be understood as a means to integration but also as a resource that should be equally accessible to all. This study concludes that in order to respond to the need for new solutions to the successful integration of immigrants, researchers should turn attention from describing and analyzing immigrants' perceptions and use of nature into developing and analyzing nature-based solutions and interventions for the purposes of integration.
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| 7. |
- Marklinder, Ingela, 1959-, et al.
(författare)
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Food safety knowledge, sources thereof and self-reported behaviour among university students in Sweden
- 2020
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Ingår i: Food Control. - : Elsevier. - 0956-7135 .- 1873-7129. ; 113
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Tidskriftsartikel (refereegranskat)abstract
- International studies have noted shortcomings in food safety knowledge and behaviour among university students. In general students do not constitute a pronounced risk group but there are wider implications. In a foreseeable future some of them will become pregnant and a majority will be responsible for vulnerable groups in their near environment. A crucial question exists, therefore, about their food safety knowledge and safe food handling practices.The aim of this study is to investigate food safety knowledge, sources thereof and self-reported food safety behavior among university students in Sweden.A quantitative study design using a web-based questionnaire was chosen as the data collection method. The questionnaire was distributed through social media and e-mail.Among the 606 respondents from 24 Swedish universities 80% were 18-30 years and 78% were women. The average number of correct answers on the knowledge questions was 7.61 out of 12 (63.4%). The foremost source of food safety knowledge was "Family and friends" (45%). Just 21.1% reported Food safety education as a source, although 35.6% had experience of a course in food hygiene/safety and/or microbiology. Respondents who reported "Family and friends" to be the foremost food safety source of knowledge also got a significantly lower rate of correct answers. Students who estimated their food safety knowledge to be good also had more correct answers. Experience of food safety education at secondary school/university/working place/polytechnic school significantly correlated with more correct answers on the knowledge questions and indicated a safer self-reported behaviour. Those with fewer correct answers also reported more unfavourable behaviours. The present study indicates that education promotes more optimal behaviors. The authors would suggest a more systematic food safety education at younger ages.
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| 8. |
- Dahlgren, Lars Owe, et al.
(författare)
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Grading systems, features of assessment and students' approaches to learning
- 2009
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Ingår i: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; 14:2, s. 185-194
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Tidskriftsartikel (refereegranskat)abstract
- The Bologna process aims at harmonising the higher education systems in the Europe. One of the most important tools proposed for such a purpose is the European Credit Transfer System. A significant element of this system is a common seven-step grading scale. It has previously been shown that assessment characteristics impact on students' approaches to learning. Furthermore, there is also empirical evidence that judgement criteria have an effect on students' learning. The focus of this article is on the relationships between grading systems, assessment characteristics and students' learning. Empirical evidence from a Swedish survey study indicates that multi-step grading scales may have detrimental repercussions on the nature of the assessment tasks and thereby indirectly on the students' approaches to learning. We suggest that the effects of grading systems need to be considered in the current discussion in order to support quality in learning.
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| 9. |
- Eriksson, Camilla
(författare)
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Att lära ut akademiskt skrivande : en handledning med exempel på övningar
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Att lära sig skriva akademisk text är en utmaning som för de allra flesta tar många år om inte ett helt liv att bemästra. Detta kompendium vänder sig till alla som undervisar studenter inom samhällsvetenskap och humaniora och vill få inspiration och redskap för hur vi kan träna studenter på grundutbildningen att skriva akademisk text. Ju tidigare studenterna får en chans att träna sig att skriva, läsa och reflektera kring olika sorters akademiska texter ju större förmåga kommer de att ha att analysera och skriva texter när de ska skriva sin första längre uppsats. Genom förslag på skrivövningar och enkla sätt att kommunicera den vetenskapliga textens särprägel kan kompendiet komma till nytta för lärare, kursansvariga och studierektorer.
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| 10. |
- Lidestav, Gun
(författare)
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Teachers' Intentions for Outdoor Learning: A Characterisation of Teachers' Objectives and Actions
- 2015
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Ingår i: International Journal of Learning, Teaching and Educational Research. - 1694-2493 .- 1694-2116. ; 13, s. 208-230
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Tidskriftsartikel (refereegranskat)abstract
- Building on authors‟ previous study of teachers‟ intentions and educational objectives for outdoor learning, this paper examine the alignment between teachers‟ predefined objectives and the kinds of knowledge and cognitive processes reflected in the outdoor activities. The Halldén‟s theory of intentional analysis and Bloom‟s revised taxonomy were combined when analysing observations of performed outdoor activities and subsequent semi-structured interviews with nine teachers. Four teaching orientations were reveled: one that values affective and social objectives and promotes activities to understand factual knowledge, another orientation focuses on activities intended to gain procedural knowledge and emphasizes application of practical tasks. The other two teaching orientations primarily focus on cognitive objectives, partly to reinforce conceptual knowledge, partly to deepen understanding or improve strategies to enhance meta-cognitive knowledge. The degree of alignment between intended objectives and performed activity is higher among teachers promoting affective and social goals as well as meta-cognitive and analytical understanding, than teachers who use outdoor activities to mainly reinforce conceptual knowledge. The study shows that there is a range of possible learning goals in outdoor education and that teachers are guided by what they value and how they perceive learning.
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