| 1. |
- Sjögren, Hanna, 1984-, et al.
(författare)
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Pedagogisk forskning i antropocen
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 27:3, s. 4-11
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Tidskriftsartikel (refereegranskat)abstract
- I detta temanummer uppmärksammar vi begreppet antropocen och disku-terar vilken betydelse antropocen kan ha för hur vi inom pedagogisk forsk-ning tänker och bör tänka kring pedagogik, skola och utbildning. Vi menar att det är hög tid att sätta den geologiska epoken antropocen i relation till fråge-ställningar om skola och utbildning inom en svensk kontext. Inom den inter-nationella utbildningsforskningen har flera temanummer om antropocen publicerats under de senaste åren och turen har nu kommit till den svenska utbildningsvetenskapliga forskningen.
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| 2. |
- Abramowski, A., et al.
(författare)
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The 2010 very high energy gamma-RAY flare and 10 years of multi-wavelength observations of M 87
- 2012
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Ingår i: Astrophysical Journal. - 0004-637X .- 1538-4357. ; 746:2, s. 151-
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Tidskriftsartikel (refereegranskat)abstract
- The giant radio galaxy M 87 with its proximity (16 Mpc), famous jet, and very massive black hole ((3-6) x 10(9) M-circle dot) provides a unique opportunity to investigate the origin of very high energy (VHE; E > 100 GeV) gamma-ray emission generated in relativistic outflows and the surroundings of supermassive black holes. M 87 has been established as a VHE gamma-ray emitter since 2006. The VHE gamma-ray emission displays strong variability on timescales as short as a day. In this paper, results from a joint VHE monitoring campaign on M 87 by the MAGIC and VERITAS instruments in 2010 are reported. During the campaign, a flare at VHE was detected triggering further observations at VHE (H.E.S.S.), X-rays (Chandra), and radio (43 GHz Very Long Baseline Array, VLBA). The excellent sampling of the VHE gamma-ray light curve enables one to derive a precise temporal characterization of the flare: the single, isolated flare is well described by a two-sided exponential function with significantly different flux rise and decay times of tau(rise)(d) = (1.69 +/- 0.30) days and tau(decay)(d) = (0.611 +/- 0.080) days, respectively. While the overall variability pattern of the 2010 flare appears somewhat different from that of previous VHE flares in 2005 and 2008, they share very similar timescales (similar to day), peak fluxes (Phi(>0.35 TeV) similar or equal to (1-3) x 10(-11) photons cm(-2) s(-1)), and VHE spectra. VLBA radio observations of 43 GHz of the inner jet regions indicate no enhanced flux in 2010 in contrast to observations in 2008, where an increase of the radio flux of the innermost core regions coincided with a VHE flare. On the other hand, Chandra X-ray observations taken similar to 3 days after the peak of the VHE gamma-ray emission reveal an enhanced flux from the core (flux increased by factor similar to 2; variability timescale <2 days). The long-term (2001-2010) multi-wavelength (MWL) light curve of M 87, spanning from radio to VHE and including data from Hubble Space Telescope, Liverpool Telescope, Very Large Array, and European VLBI Network, is used to further investigate the origin of the VHE gamma-ray emission. No unique, common MWL signature of the three VHE flares has been identified. In the outer kiloparsec jet region, in particular in HST-1, no enhanced MWL activity was detected in 2008 and 2010, disfavoring it as the origin of the VHE flares during these years. Shortly after two of the three flares (2008 and 2010), the X-ray core was observed to be at a higher flux level than its characteristic range (determined from more than 60 monitoring observations: 2002-2009). In 2005, the strong flux dominance of HST-1 could have suppressed the detection of such a feature. Published models for VHE gamma-ray emission from M 87 are reviewed in the light of the new data.
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| 3. |
- Aliu, E., et al.
(författare)
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Long-term TeV and X-ray Observations of the Gamma-ray Binary HESS J0632+057
- 2014
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Ingår i: Astrophysical Journal. - 0004-637X .- 1538-4357. ; 780:2
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Tidskriftsartikel (refereegranskat)abstract
- HESS J0632+057 is the only gamma-ray binary known so far whose position in the sky allows observations with ground-based observatories in both thenorthern and southern hemispheres. Here we report on long-term observations of HESS J0632+057 conducted with the Very Energetic Radiation Imaging Telescope Array System and High Energy Stereoscopic System Cherenkov telescopes and the X-ray satellite Swift, spanning a time range from 2004 to 2012 and covering most of the system's orbit. The very-high-energy (VHE) emission is found to be variable and is correlated with that at X-ray energies. An orbital period of 315(-4)(+6) days is derived from the X-ray data set, which is compatible with previous results, P = (321 +/- 5) days. The VHE light curve shows a distinct maximum at orbital phases close to 0.3, or about 100 days after periastron passage, which coincides with the periodic enhancement of the X-rayemission. Furthermore, the analysis of the TeV data shows for the first time a statistically significant (> 6.5 sigma) detection at orbital phases 0.6-0.9. Theobtained gamma-ray and X-ray light curves and the correlation of the source emission at these two energy bands are discussed in the context of the recent ephemeris obtained for the system. Our results are compared to those reported for other gamma-ray binaries.
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| 4. |
- Bengtsson, Stefan, et al.
(författare)
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Report on the symposium “speculative realism in environmental education and the philosophy of education”
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; , s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- “Speculative Realism in Environmental Education and the Philosophy of Education” was a joint research symposium for the networks on Environmental and Sustainability Education (NW 30) and Philosophy of Education (NW 13), held at the European Conference of Education Research (ECER), 25 August, 2023, in Glasgow, Scotland. The symposium aimed to open up discussion on renewed interest in realisms in the field of philosophy, and what that might mean for education research and the field of environmental education research in particular. As backdrop, environmental education harbours strong democratic traditions as well as recognitions of relationships to a world that is composed by more than human positions and desires. The symposium then forms part of an ongoing discussion of how these positions are understood and intermingle in a rapidly changing world. The expectation of the event was to broaden discussion about the voices present in environmental education, human and otherwise, and sharpen engagement with established traditions within the field. In brief, three paper presentations and discussion by Graham Harman probed questions of: (a) the lightness and darkness of the objects of education, (b) who visibly desires which object in/as education, and (c) the risks of literalisms and correlationalisms in, for example, what is alluring to, and pursued by, educators. In other words, what we care about in and as environmental and sustainability education, what is perceived/treated as peculiar, and what is treated as normal and perverse to the realities of education in the Anthropocene, all matter to the work of speculative realism.
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| 5. |
- Hofverberg, Anders, 1985-, et al.
(författare)
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Who Makes an Effort? A Person-Centered Examination of Motivation and Beliefs as Predictors of Students’ Effort and Performance on the PISA 2015 Science Assessment
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- Each time new PISA results are presented, they gain a lot of attention. However, there are many factors that lie behind the results, and they get less attention. In this study, we take a person-centered approach and focus on students’ motivation and beliefs, and how these predict students’ effort and performance on the PISA 2015 assessment of scientific literacy. Moreover, we use both subjective (self-report) and objective (time-based) measures of effort, which allows us to compare these different types of measures. Latent profile analysis was used to group students in profiles based on their instrumental motivation, enjoyment, interest, self-efficacy, and epistemic beliefs (all with regard to science). A solution with four profiles proved to be best. When comparing the effort and performance of these four profiles, we saw several significant differences, but many of these differences disappeared when we added gender and the PISA index of economic, social, and cultural status (ESCS) as control variables. The main difference between the profiles, after adding control variables, was that the students in the profile with most positive motivation and sophisticated epistemic beliefs performed best and put in the most effort. Students in the profile with unsophisticated epistemic beliefs and low intrinsic values (enjoyment and interest) were most likely to be classified as low-effort responders. We conclude that strong motivation and sophisticated epistemic beliefs are important for both the effort students put into the PISA assessment and their performance, but also that ESCS had an unexpectedly large impact on the results.
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| 6. |
- Hofverberg, Hanna, et al.
(författare)
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Among Facilitators, Instructors, Advisors and Educators : How Teachers Educate for Sustainability in Design and Craft Education
- 2021
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Ingår i: International Journal of Art & Design Education. - : John Wiley & Sons. - 1476-8062 .- 1476-8070. ; 40:3, s. 543-557
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Tidskriftsartikel (refereegranskat)abstract
- Design and craft education, like that of the Swedish school subject, Sloyd, has great potential for Education for Sustainable Development (ESD). With so many possibilities, it is relevant to investigate what teachers teach about sustainability, and how. Therefore, the aim of this article is to examine what Sloyd teachers express that they do as they educate for sustainability in design and craft education (Grades 3-9). This aim is guided by two research questions: (1) What ESD content is prominent in Sloyd teachers' statements about their teaching? and (2) What expected learning outcomes and teaching strategies become visible in the Sloyd teachers' statements about ESD? Our analysis of the qualitative questionnaires answered by 70 teachers shows that working with design and craft materials is a key factor for the teachers. Specifically, three learning outcomes have been identified: to utilise material, to use sustainable materials and to become a maker with materials. The most common teaching strategies are instructing and advising strategies, where the goal is known beforehand by the teacher. The findings are discussed in relation to the mix of sustainability concepts and different logics that emerge in the teachers' expressions and also in relation to what consequences the findings have for teaching ESD in design and craft education.
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| 7. |
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| 8. |
- Hofverberg, Hanna, et al.
(författare)
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Crafting sustainability? : An Explorative Study of Craft in Three Countercultures as a Learning Path for the Future
- 2017
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Ingår i: Nordic Journal of Science and Technology Studies. - : NTNU Norwegian University of Science and Technology, Department of Interdisciplinary Studies of Culture. - 1894-4647. ; 5:2, s. 8-21
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Tidskriftsartikel (refereegranskat)abstract
- This article explores and seeks to identify what ‘crafting sustainability’ could mean in relation to education for sustainable development (ESD). Certain ESD craft pedagogies are explored in three countercultures (from 1900, 1968 and 2017). The empirical data consists of literature from or about these three countercultures. A broad notion of sustainability and the educational philosophies of perennialism, essentialism, progressivism and reconstructivism are used as theoretical frameworks. The findings show the countercultures’ educative craft purposes, craft skills and approaches to learning craft and the possible implications for ESD. In particular, three tensions concerning the implications of an ESD craft pedagogy are discussed.
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| 9. |
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| 10. |
- Hofverberg, Hanna
(författare)
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Crafting Sustainable Development : Studies of Teaching and Learning Craft in Environmental and Sustainability Education
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the thesis is to contribute with new and deepened knowledge about the teaching and learning of craft when the crafting activity is considered as environmental and sustainability education (ESE). To achieve this, three objectives have been formulated: to examine what constitutes a craft subject content relevant for ESE, to examine what influences the learning process when the crafting activity is considered as ESE, and to examine how the crafting material participates in the learning process when the crafting activity is considered as ESE. The three research objectives are addressed by four studies: one literature study (Paper I) and three case studies where the empirical data is constructed through observations (video recordings) of a remake project (Papers II and IV) and an embroidery project (Paper III) in the craft subject ‘educational sloyd’ in Sweden. The main theories that the thesis draws on are Tim Ingold’s theory of making as a practice of correspondence and John Dewey’s transactional approach to meaning-making. Several methods that acknowledge learning in action are used, which makes it possible to explore how the student–material relations emerge and how both humans and more-than-humans participate in the learning activity. The findings show that a craft activity, for example a remake project, can have different purposes and pedagogies, which produce different learning experiences and sustainability outcomes. Further, I identify and distinguish a process content from a product content, which deepens our understanding of what students learn when the crafting activity is considered as ESE. By focusing on how the student–material relations emerge in the learning process – with concepts that I use and develop such as correspondence, stories, and transactant – I empirically show how the crafting material not only participates with its materiality but also creates the embodied stories that students recognise when they encounter the crafting material in the crafting activity. How humans learn in socio-material relations and what consequences these have for ESE are two key issues that are further discussed when the crafting activity is considered as ESE.
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