| 1. |
- Alm Fjellborg, Andreas, PhD, 1982-, et al.
(författare)
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Sustainable development : Exploring gender differences in the Swedish national test in geography for grade 9
- 2022
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Ingår i: International Research in Geographical and Environmental Education. - : Taylor & Francis. - 1038-2046 .- 1747-7611. ; 31:3, s. 172-187
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Tidskriftsartikel (refereegranskat)abstract
- This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and primarily with content on the social dimension of sustainable development (SD), while boys are more favored by content outside the field of SD. The conclusions drawn are that content that reaches higher levels of Bloom’s taxonomy favors girls, especially when the subject content concerns SD. This is important when analyzing the teaching and examination of sustainability issues in school.
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| 2. |
- Arrhenius, Mattias, 1971-, et al.
(författare)
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Causes, processes and consequences of earthquakes. Investigating Swedish 12-13-year old students’ geographical understanding
- 2024
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Ingår i: International Research in Geographical and Environmental Education. - : Routledge. - 1038-2046 .- 1747-7611.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate students’ conceptions of causes, processes and consequences of earthquakes and to examine their geographical understanding of such hazards in terms of spatial and societal-nature relations. Data consists of 134 responses from 12 to 13-year-old students who had completed an assignment in the Swedish national test in geography (2013). The responses were analysed using content and thematic analyses. Data was complemented with interviews. Results show that many students hold alternative conceptions of processes causing earthquakes at different plate boundaries, and why poor societies are more severely affected by earthquakes than rich societies. Furthermore, results show that students have a limited understanding of the extent and location of earthquakes in the world. We conclude that instruction aiming to develop students’ understanding of earthquakes as a geographical phenomenon and hazard may integrate map-reasoning skills with examples that support contextual thinking. We also suggest that in order to develop students’ relational thinking on society and nature, instruction can utilise the concept of “capital”. Furthermore, teaching needs to take in to account and design instruction to meet students’ alternative conceptions that societal consequences of earthquakes are solely predetermined by natural factors such as climate or heat.
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| 3. |
- Bladh, Gabriel, 1959-
(författare)
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GeoCapabilities, Didaktical analysis and curriculum thinking - furthering the dialogue between Didaktik and curriculum
- 2020
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Ingår i: International Research in Geographical and Environmental Education. - : Routledge. - 1038-2046 .- 1747-7611. ; 29:3, s. 206-220
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Tidskriftsartikel (refereegranskat)abstract
- One of the ideas of the GeoCapabilities project(s) is to open up an international debate on the purposes and values of geography education. In line with this, the aim of this article is to examine some central perspectives used in GeoCapabilities, such as curriculum thinking, the teacher as 'curriculum maker' and the perspective of powerful knowledge, and explore them in relation to the continental and Nordic traditions of Didaktik and subject matter didactics. This is especially done through a reading of the German educationalist Klafki and his theory of categorial Bildung and an application of his framework of Didaktical analysis. This highlights how the perspectives of powerful knowledge and capabilities in GeoCapabilities mirror the perspectives on material and formal Bildung by Klafki. Drawing on his idea of educational potential and exemplary relevance, an example of knowledge-led curriculum thinking in geography is presented using a case based on the time-geographical perspective for a brief Didaktical analysis. Such exemplary cases can function as subject didactical models for curriculum thinking. The article concludes with some remarks on the knowledge turn and indicates some future challenges for geography education.
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| 4. |
- Hennerdal, Pontus, 1986-
(författare)
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Changes in place location knowledge : a follow-up study in Arvika, Sweden, 1968 and 2013
- 2016
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Ingår i: International Research in Geographical and Environmental Education. - : Informa UK Limited. - 1038-2046 .- 1747-7611. ; 25:4, s. 309-327
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Tidskriftsartikel (refereegranskat)abstract
- It has long been understood that widespread place name ignorance exists among the youth of today. The present study compares place location knowledge among students in a Swedish town in 2013 with the knowledge in the same town 45 years earlier. The study used outline maps to determine the ability to locate geographic names. A total of 1,124 students were included in the study in 2013, and the results are compared with the results from a previous study of 1,200 students conducted in 1968. The results indicate that contemporary children have improved knowledge of continents and oceans on a world map but have worse knowledge of countries and other locations on a map of Europe. These changes indicate neither a general improvement nor a worsening of place location knowledge but rather an adaptation to contemporary society, in which children travel to and receive news from many parts of the world and in which detailed geographic information is easily obtained.
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| 5. |
- Hennerdal, Pontus, 1986-
(författare)
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Educational ideas in geography education in Sweden during the nineteenth and early twentieth centuries : the relationship between maps and texts
- 2015
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Ingår i: International Research in Geographical and Environmental Education. - : Informa UK Limited. - 1038-2046 .- 1747-7611. ; 24:3, s. 258-272
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Tidskriftsartikel (refereegranskat)abstract
- Descriptions of the geography education of the nineteenth and early twentieth centuries in Sweden are typically offered to contrast with current ideas in geography education, and the content of geography textbooks is the focus of this comparison. The role of maps and visual pedagogy are ignored, and the educational ideas developed from regional geography are only regarded as old-fashioned encyclopaedia-like descriptions to be removed as the academic field of geography changed direction in the twentieth century. The objective of this paper is to describe the educational ideas of geography education during the nineteenth and early twentieth centuries in Sweden, focusing on the relationship between maps and textbooks. The sources are texts from 1726 to 1969 that were written to instruct geography teachers. These texts demonstrate that educational ideas emphasised context and understanding in geography education, critiqued rote learning, and opposed the focus on texts over maps. The old discussion about avoiding encyclopaedia-like descriptions of regions in geography textbooks has continued to the present day Sweden, but is now described as a dichotomy between regional geography versus thematic or systematic studies in geography.
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| 6. |
- Jonsson, Gunnar, et al.
(författare)
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Too hot for the reindeer : voicing Sámi children's visions of the future
- 2012
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Ingår i: International Research in Geographical and Environmental Education. - : Informa UK Limited. - 1038-2046 .- 1747-7611. ; 21:2, s. 95-107
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we focus attention on the issue of the future by listening to the voices of Indigenous children in the far north of Sweden - the Sámi children. The overall aim of the study is to explore the meaning of Sámi children's visions of the future. The paricipants attend the same Sámi School, and they were of the age of 9-12 years. Data were collected with the aid of creative activity in the form of the production of drawings, combined with subsequent verbal comments. In the analysis of the drawings and verbal comments, three different themes crystallised: financial future, environmental changes and relations to the family and nature. The comprehensive understanding emerged as different cultural horizons - a pure Sámi culture horizon, a mixed horizon with a mixture of Sámi culture and Western modernity and a horizon that just holds Western modernity. The outcome of the study is discussed in relation to the tension between different cultures - the Sámi culture and that of western modernity. The importance of attending to the learners perspective is emphasised, and we argue that education for sustainable development should start in the life-worlds of the children
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| 7. |
- Reynolds, R., et al.
(författare)
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Geographical locational knowledge as an indicator of children's views of the world : research from Sweden and Australia
- 2015
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Ingår i: International Research in Geographical and Environmental Education. - : Informa UK Limited. - 1038-2046 .- 1747-7611. ; 25:1, s. 68-83-
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Tidskriftsartikel (refereegranskat)abstract
- Children's locational knowledge is often used to clarify underlying conceptual understandings of the world in which they live. Although there has been some exploration of how European children view their world there is little recent research on Scandinavian children's knowledge and associated perceptions of the wider world, or about Australian children's views. Coming from opposite parts of the globe it could be expected that children from Sweden and Australia would view the world in a very different manner. This study compared children's knowledge of countries in the world from comparable schools in both nations and found the expected influence of local geographic knowledge and social and economic place in the world on their skills and knowledge. They were influenced by their national space. However, media and popular culture also impacted on their views on the world and this impact was quite similar between the two nations.
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| 8. |
- Torbjörnsson, Tomas, 1956-, et al.
(författare)
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In school we have not time for the future : voices of Swedish upper secondary school students about solidarity and the future
- 2015
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Ingår i: International Research in Geographical and Environmental Education. - : Informa UK Limited. - 1038-2046 .- 1747-7611. ; 24:4, s. 338-354
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Tidskriftsartikel (refereegranskat)abstract
- The present article presents results obtained from a survey focusing on attitudes to solidarity among upper secondary school students. A relation between positive attitudes to solidarity and future-orientation was evident. The survey results were reinforced by a second study, exploring how students in the Swedish upper secondary school perceived the value solidarity, and whether the future-dimension was reflected in teaching. Twenty-two third-year students attending theoretical and vocational programmes at five upper secondary schools were interviewed. After coding and transcribing, a thematic analysis was performed, categorizing the interview responses into sub-themes, representing different aspects of solidarity and future-orientation. The analysis revealed that these students were not acquainted with solidarity as a concept. In the cases solidarity had been brought up at all in class, the students primarily contemplated it in a historical context. Notwithstanding, several students expressed a definite ambition and readiness to act in a solidary manner in order to contribute to improved social and ecological justice, also in relation to future generations. The interviews furthermore disclosed that teaching rarely had included the future-dimension; the students considered the future to be an individual rather than a shared challenge. In terms of resolving future challenges, such as the climate threat, their confidence in natural scientists and technologists was high, but few students conveyed trust in politicians, or believed that school, teachers, and students would take on an active role. Conclusively, activating the future-dimension in the Education for Sustainable Development (ESD) might be a means to ameliorate the preconditions for youths’ environmental moral learning.
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| 9. |
- Torbjörnsson, Tomas, 1956-, et al.
(författare)
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Who is solidary? : A study of Swedish students’ attitudes towards solidarity as an aspect of sustainable development
- 2014
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Ingår i: International Research in Geographical and Environmental Education. - : Taylor & Francis Group. - 1038-2046 .- 1747-7611. ; 23:3, s. 259-277
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Tidskriftsartikel (refereegranskat)abstract
- In this article we explore students’ attitudes towards solidarity, as an aspect of sustainable development (SD), and analyse how students can be described as solidary. Our motive is to obtain better knowledge regarding important preconditions for education for SD. We conducted a quantitative study with 782 responding upper secondary students from 22 Swedish schools. A new scale was designed to measure shared responsibility and pro-environmental behaviour as aspects of solidarity. Background variables were sex, parents’ level of engagement, geographical knowledge, future orientation, biospheric values and environmental educational tradition. The descriptive results confirm previously found gender differences including women showing considerably higher scores on the three subscales measuring solidarity. The correlation analysis shows significant and moderate correlations between solidarity and biospheric values which is also consistent with previous research. More pioneering is that future orientation correlates significantly and relatively strongly with solidarity. The regression analysis furthermore shows that future orientation is a significant predictor for solidarity. More research is needed before we can draw unequivocal conclusions regarding this relation but meanwhile we interpret the findings as an insistent reminder to highlight the future dimension in education for SD.
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| 10. |
- Uhlenwinkel, Anke, et al.
(författare)
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GeoCapabilities and curriculum leadership : Balancing the priorities of aims-based and knowledge-led curriculum thinking in schools
- 2017
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Ingår i: International Research in Geographical and Environmental Education. - : Taylor & Francis. - 1038-2046 .- 1747-7611. ; 26:4, s. 327-341
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Tidskriftsartikel (refereegranskat)abstract
- The small-scale research presented in this paper was conducted as part of the GeoCapabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of “powerful disciplinary knowledge” the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper, we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students’ “human potential.” Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers’ and teacher educators’ curriculum thinking in relation to geography's contribution to the future well-being of their students.
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