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- Andrée, Maria, et al.
(författare)
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Didaktik och didaktiska traditioner
- 2021. - 1
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Ingår i: Ämneslärarens arbete. - Stockholm : Natur och kultur. - 9789127828902 ; , s. 67-111
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- 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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| 4. |
- Arrhenius, Mattias, 1971-, et al.
(författare)
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Processes and earthquakes - investigating Swedish students conceptions and relational thinking
- 2019
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Ingår i: Book of Abstracts. ; , s. 92-92
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to investigate students´ conceptions of causes, processes and consequences of earthquakes in relation to plate boundaries. We also focus on students´ conceptions of earthquakes in relation to society, and why some societies are more affected than others. Data consist of 134 written responses on two assignments from the Swedish national test in geography with 12-13 year old students. The responses were sampled and then analysed using content and thematic analysis. Results show that the majority of students relate earthquakes to convergent boundaries rather than to divergent or transform boundaries, holding alternative conceptions on the processes involved. Furthermore, students often describe different geological events such as tsunami and volcanoes, but rarely explain where and how earthquakes occur. The results also show that many students have developed a geographical relational understanding on why consequenses of earthquakes are more severe in poor countries by addressing socioeconomic processes including weak buildings or lack of preparedness related to poor economy, whereas some students hold alternative conceptions relating earthquakes in poor countries directly to a general increase in heat, proximity to the equator, or presence of plate boundaries in only poor countries. We believe these finding will help provide insights for teachers when designing classroom instruction aiming at changing alternative conceptions and strenghtening scientific understanding.
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| 5. |
- Arrhenius, Mattias, et al.
(författare)
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Swedish 12-13 Year-Old Students' Geographical Understanding of the Gulf Stream
- 2021
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Ingår i: Journal of geography (Houston). - : Taylor & Francis. - 0022-1341 .- 1752-6868. ; 121:1, s. 5-17
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate students' understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students' geographical contextual understanding, including map-reasoning skills.
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| 6. |
- Arrhenius, M., et al.
(författare)
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Swedish 12–13-year-old students’ conceptions of the causes and processes forming eskers and erratics
- 2020
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Ingår i: Journal of Geoscience education. - : Taylor & Francis. - 1089-9995 .- 2158-1428. ; 69:1, s. 43-54
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates students’ conceptions of the causes and processes that form eskers and erratics, types of glacial and glaciofluvial landforms which to date have been little researched in geoscience education. The data collected for the study included 134 responses to an assignment completed by 12- to 13-year-old students in the Swedish national geography test in 2013. The responses were sampled and analyzed using qualitative content analysis. The findings show that many of the students held alternative conceptions regarding the causes of these landforms, which included landslides, meteor impacts and human activity. Although some students were able to give a scientific explanation that considered the possible causes and relevant processes involved in the formation of erratics, many students did not give a full account of these processes. Furthermore, only a few students were able to describe the relevant processes involved in the formation of eskers and were more likely to discuss alternative or glacial processes rather than glaciofluvial processes. Given the lack of research on students’ understanding of glacial processes and landforms in geoscience and geography education, this study contributes with new knowledge of students’ conceptions of eskers and erratics and makes a theoretical contribution to research on students’ alternative conceptions and understanding of sequential and emergent processes in geoscience. The findings provide specific insights for teachers and are useful in the design of classroom practices that can change alternative conceptions and strengthen scientific conceptions.
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| 7. |
- Beneker, T., et al.
(författare)
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Exploring 'Future three' curriculum scenarios in practice : Learning from the GeoCapabilities project
- 2023
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Ingår i: Curriculum Journal. - : John Wiley & Sons. - 0958-5176 .- 1469-3704.
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Tidskriftsartikel (refereegranskat)abstract
- This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's 'three educational scenarios' (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential 'knowledge work', provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.
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| 8. |
- Berglund, Camilla, 1970-
(författare)
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Närheter och avstånd i ett nordvärmländskt skogslandskap : Praktiker och betydelser i nya tidsrumsliga sammanhang
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines the contemporary forest landscape of northern Värmland in Sweden in terms of practices, meanings and time-space relations. The increasing urbanization worldwide also affects the countryside landscape to produce what is generally referred to as “new ruralities”, which are the result of changed conditions for livelihood and leisure. What does the concept new ruralities mean in relation to the sparsely populated forest landscape of northern Värmland, Sweden?The thesis adopts a relational approach to landscape, which means that landscape entails and forms relations between the material, the immaterial, and the human. Landscapes stretches out in time and space, which means that they rests on and progresses from layers of earlier and contemporary activities. Landscape practices and meanings are therefore important for understanding changes as well as continuities in the context of new ruralities. Inspired by the Heideggerian basic assumption about dwelling the thesis methodologically draws on phenomenology, but also on ethnography to clarify the relation between the individual and the society. Interviews, field studies and participant observations with special focus on the settlement, community engagement, and forest and hunting were conducted in four parishes in northern Värmland.Proximity and distance turn out to be the common denominators in the meanings of the forest landscape that emerge from the study, but attention is also clearly drawn to the problems of depopulation, changing social relations, and the tension between the private and the common good. The new ruralities of the northern Värmland forest landscape seem to rest on the tension between flow and fixity, between change and continuity, as traditional practices are performed with new meanings and extended time-space relations.
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