| 1. |
- Bengtsson, Stefan, et al.
(författare)
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Mind the gap! Moving from awareness to action : Showcasing emergent research from the Swedish Graduate School in Education for Sustainable Development (GRESD)
- 2015
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Ingår i: Abstract list of WEEC 2015. - : WEEC.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: The main purpose of the symposium is to showcase some recent research findings produced by PhD students accepted by or affiliated with the Swedish Graduate School in Education for Sustainable development (GRESD). Objectives: GRESD started as a state sponsored one-time research capacity development project that accepted 9 post-graduate student and included additional 9 post-graduate students all focusing on ESD in their PhD projects. With the project coming to an end and having produced a number of dissertations targeting an international research audience, it is the intention to showcase some of the central contributions made and to receive feedback on from practitioners and researchers on how existent research projects can tie into and contribute to existent demands in environmental education (EE) practice and practice. The presentations of research results are aimed to cover a wide range of issues, including topics such as evaluation of classroom practices, students qualifications, globalization and teachers’ ethical reflections the role of place-specific artifacts in learning. As GRESD is a collaboration between eight universities with their specific traditions and approaches to educational research, approaches show a creative variety of theoretical backgrounds. This variation is also reflected in the presentations that are putting into play Lacanian psychoanalysis, discourse theory, pragmatist theory and phenomenography in order to shed new light on critical areas of environmental education. Methods: The symposium will consist of an introduction (10 minutes) brief presentations (10-15 minutes each) of central research findings in the context of their overarching research projects, followed by a synthesis and suggestions by a selected commentator (20 minutes) and general discussions with the audience (20 minutes). The dialogue following the presentations is intended to outline possible future research projects as well as emerging areas topics in the portrayed GRESD research that could feed into existing demands in EE practice and research.
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| 2. |
- Nordén, Birgitta, et al.
(författare)
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Miljö- och hållbarhetsutbildning
- 2018
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Ingår i: Pedagogisk forskning i Sverige. - : SWERA. - 1401-6788 .- 2001-3345. ; 23:3-4, s. 163-171
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Forskningsöversikt (refereegranskat)abstract
- Det här temanumret handlar om teoretisk och empirisk forskning som rör miljö- och hållbarhetsfrågor. Syftet med tidskriftens ”call for papers” som gick ut hösten 2016 var att belysa och visa på den mångfald av riktningar som utvecklas för att möta vår tids utmaningar. En ekologisk hållbar utveckling ses inte separat utan som intimt sammanlänkad med frågor om social rätt-visa, global resursfördelning inom och mellan generationer och hur vi lever tillsammans med andra varelser. Etiska och moraliska ställnings taganden är därför en väsentlig del av hållbar utveckling. I flera vetenskapliga, politiska och mediala sammanhang uppmärk sammas de allvarliga hot som världen står inför (Bonnett, 2013; Leach, Raworth & Rockström, 2013; Stables, 2013). Det brukar då framhållas att alla har ett ansvar att motverka dessa men att skolan och utbildning har ett alldeles sär-skilt ansvar. Det kan inom utbildning beskrivas som ett ansvar att utveckla en pedagogisk verksamhet som skapar en medvetenhet och en erfarenhet hos elever som bidrar till att de kan göra kunskapsbaserade och moraliska ställnings taganden i olika globala utvecklingsfrågor.Varje forskningsfält har sina begrepp som definierar och ringar in dess intresse områden. I de artiklar som ingår i temanumret kan några sådana begrepp urskiljas: hållbar utveckling, hållbarhet, utbildning för hållbar utveck-ling samt miljö- och hållbarhetsutbildningsforskning. Dessa begrepp intro-duceras och diskuteras nedan. En kort exposé av framväxten av forsknings fältet och forskarnätverk nationellt ges även.
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| 3. |
- Parra, Gema, et al.
(författare)
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Education for environmental citizenship and education for sustainability
- 2020
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Ingår i: Conceptualizing environmental citizenship for 21st century education. - Cham : Springer. - 9783030202484 - 9783030202491 ; , s. 149-160
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Bokkapitel (refereegranskat)abstract
- In order to achieve a sustainable society, a citizen must be supported in overcoming any important gaps or challenges. Preparing people for Environmental Citizenship and Education for Sustainability shows coincidences in some dimensions and differences in others. However, within its definition, Environmental Citizenship has a strong emphasis on the environmental dimension of sustainability and on civic engagement in the private, social and political sphere. Environmental Citizens are able to exercise their environmental rights and duties, are able to identify the underlying structural causes of environmental degradation and environmental problems and have the willingness and the competences to address critical and active engagements. They act individually and collectively within democratic means, and consider inter- and intra-generational justice. Education for Environmental Citizenship is relevant because it can strengthen the achievement of sustainability goals through a more active civic participation. Education for Environmental Citizenship needs to develop the dispositions, skills and competencies that will enable students to reach this level of environmental awareness with wider spatial and temporal scopes, using specific educational approaches and methodologies that promote these qualities in individuals. Robust Education for Environmental Citizenship to enhance governance skills can contribute to the effective safeguarding of the environment as a holistic entity that encompasses natural, societal and economic dimensions.
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| 4. |
- Sund, Louise, 1970-, et al.
(författare)
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Can we unpack the global in ESE? An introduction.
- 2015
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Ingår i: Neilson, A.L., Spannring, R., Lysgaard, J.G., Kronlid, D. O., Sund, L., Sund, P. (2015). <em>"All Our Relations": Respecting People and Scholarship. Creative roundtable for European Conference on Educational Research. </em>.
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Konferensbidrag (refereegranskat)abstract
- In seeking co-provocateurs for this roundtable, the initial outreach was fuelled by anger regarding the devaluing of social sciences compared to natural sciences and economics (Mendel, 2014) as well as the frustration of seeing poorly designed research by natural scientists studying human behaviour and education without being informed by protocols and best practices developed for such work by the social sciences (Pooley, Mendelsohn & Milner-Gulland, 2014), and ignorance of deep critical explorations of educational and other social processes by sociologists, anthropologists amongst others (Sund & Lysgaard, 2013). However, the initial response provoked an offer to discuss the role of love in environmental and sustainability education research, ESER. While this reply was clearly housed in the same concerns and critique initially expressed, the use of the word “love”, a powerful concept simultaneously simple and complex, drew us to seek a circle of renewal and remembering of life and lives that may have been forgotten at times within ESER.The phrase “all our/my relations” comes from indigenous worldviews and practices of honouring all the people who have come before you as well as the other living beings with whom we share this planet (Kulnieks, Longboat & Young, 2013). This round table discussion will honour all our relations by remembering the current and past practices which take on issues related to motivation rooted in social and cultural patterns, as well as politics of knowledge with complex histories and inequities (Glass, Scott & Price, 2012; Sund & Öhman, 2014). We will respect people and scholarship via three main currents of discussion:The role of love in ESER“Ignored concepts” - Research and extensive discourse that gets ignored when defining questions that assume people are selfish and have never cooperated to protect the commons, or are not politically active (Gaiser, Rijke & Spanning, 2010) uncritical acceptance of people/nature dichotomy, uncritical use of education as transferring information from expert to ignorant.Political dimensions of ESER (postcolonial lens, global inequities, poverty in the “south”)The discussions will flow at the level of and through individuals, but also at infrastructural and conceptual spaces and places. Creative methodologies provide powerful avenues to disrupt imbalances and injustices and take into account issues of representation, legitimation and politics in research as well as communications about research (McKenzie, 2005). Philip Payne (2005) challenges the limitations of textual discourse as a way of knowing; he focuses on “being, doing and becoming a relational, social and ecological ‘self’” (p. 415) and suggests that strong cultural production constrains these qualities. Framing, metaphors and narratives are important for meaning making (Lakoff, 2010) and are particularly important to deconstruct when challenging dominant views that may have been taken as common sense (Stone-Mediatore, 2003), as well as inviting critical reflection on the very story being told. We will use creative juxtapositioning of the currents of discussion in order to evoke deeper insights than may arise from sequential presentations of the three discussion themes (Neilson, 2009). Additionally, the format of the round table will include multiple forms of communications to involve all who attend, and, the participants along with the provocateurs will physically be seated within a circle.ReferencesGaiser, W., Rijke, J.D., & Spanning, R. (2010). Youth and political participation – empirical results for Germany within a European context. Youth 18(4), 427-450. Glass, J. H., Scott, A., & Price, M. F. (2012). Getting active at the interface: How can sustainability researchers stimulate social learning? In A. Wals & P. Blaze Concoran (Eds.) Learning for sustainability in times of accelerating change. pp. 167-183. Wageningen University Press, NL. Kronlid, D.O., & Öhman, J. (2012). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, ifirst article, 1-24. Kulnieks, A., Longboat, D. R. & Young, K. (2013). Contemporary Studies in Environmental and Indigenous Pedagogies. A Curricula of Stories and Place. Rotterdam: Sense Publishers. Lakoff, G. (2010). Praxis forum. Why it matters how we frame the environment. Environmental Communication, 4(1), 70-81. McKenzie, M. (2005). The ‘post-post period’ and environmental education research. Environmental Education Research, 11(4), 401-412. Mendel, J. (2014). Bad Research and High Impact: The Science: So What Campaign and Social Media Criticism. ACME: An International E-Journal for Critical Geographies, 13(1), 56-61. Neilson, A. L. (2009). The power of nature and the nature of power. Special Issue: Inquiries into practice. Canadian Journal of Environmental Education, 14, 136-148. Payne, P. (2005). Lifeworld and textualism: Reassembling the researcher/ed and ‘others’. Environmental Education Research, 11(4), 413-431. Pooley, S. P., Mendelsohn, J. A., & Milner‐Gulland, E. J. (2014). Hunting Down the Chimera of Multiple Disciplinarity in Conservation Science. Conservation Biology, 28(1), 22-32. Stone-Mediatore, S. (2003). Reading across border: Storytelling and knowledges of resistance. New York, NY: Palgrave. Sund, L., & Öhman, J. (2014). On the need to repoliticise environmental and sustainability education: Rethinking the postpolitical consensus. Environmental Education Research, 20(5), 639-659. Sund, P., & Lysgaard, J. (2013). Reclaim “Education” in Environmental and Sustainability Education Research. Sustainability, 5(4), 1598–1616.
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| 5. |
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| 6. |
- Sund, Per, 1958-, et al.
(författare)
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”Alla gör fel?!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov
- 2017
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 13:1, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt? Studiens titel, ”alla gör fel” anspelar på just detta och kommer från en elevs uttalande då eleven inser det sannolika i att samtliga elever i elevgruppen gör på samma sätt av sociala skäl istället för att använda sig av sina individuella naturvetenskapliga kunskaper. Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas.
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| 7. |
- Sund, Per, et al.
(författare)
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”Alla gör fel?!” Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov
- 2017
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Ingår i: NorDiNa. - : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 13:1, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- Science teachers regard practical work as important which helps students to learn science. Besides theoretical knowledge practical work is considered to be an integral part of science education. This implies that in addition to theoretical science tests, there is a need to find new ways of assessing students’ practical work. This empirical case study investigates two secondary school science teachers’ assessments of students in three separate groups in the practical part of a Swedish national test in chemistry. Data is gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments of student’s practical abilities are difficult due to the social interactions that take place and physical sources of error that occur in this type of laboratory setting. The results are discussed in relation to how teachers’ assessments of students’ practical abilities can be conducted and made more equal and fairer.
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| 8. |
- Bader, Britt-Marie, 1960-
(författare)
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Att lyssna med hela kroppen : en studie om lärares ledarskap i utvecklingssamtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Keywords: Teachers´ leadership, parents-teachers ‘conference, primary school, didactic, hermeneutic, lifeworld phenomenologyThis thesis aims to explain what importance teachers´ leadership is given and how teachers' leadership appears in the parents-teacher conferences. The theoretical frame is lifeworld phenomenology, which means that the world is a social, intersubjective, and historical world where people experience, act, and intertwine in a private and a shared world. The study is inspired by a lifeworld approach and the data was analyzed to consider people's context, their experiences and the challenges involved in leading parent-teacher conferences. The empirical work is based on observations of parent-teacher conferences and interviews with teachers and students. The analyses are made with the support of the life-world phenomenological concepts of hållning, seeing-as and pedagogical tact. The concept hållning has a duality and loses its meaning in translation. Hållning means a bodily approach and is an intertwining between the teacher's attitude and her body posture. All three concepts include verbal and bodily communicative expressions and sensitive and intuitive actions, their meanings will be highlighted and explained. The results show that teachers' leadership in parent-teacher conferences includes both preparatory and subsequent work and forms part of the teaching. Leadership both shapes the parent-teacher conference and is shaped in the same and given importance when teachers show consideration for the student, the relationship between teacher and student and the situation, balance challenges with time and sensitive topics, choose to take notes in the parent-teacher conferences in favor of presence in the conversation itself and document afterwards. Teachers' leadership in parent-teacher conferences shape the conversation through teachers' willingness to involve the students, flexibility, and ability to structure. Teachers' leadership in parent-teacher conferences are shaped by teachers' responsiveness, compliance, presence, attention, ability to improvise and playfulness.The study's life-world phenomenological approach has made it possible to see that the parent-teacher conference requires a didactic knowledge related to the student as a person, to the content and to the structure that surrounds the conversation. This has been made visible in teachers' intuitive actions and bodily expressions as well as unreflected and reflected experiences. The study's starting points have made it possible to broaden the didactic understanding of the teachers' leadership in parent-teacher conferences by highlighting the clear intertwining of these conferences with other teaching
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| 9. |
- Clendenen, Tess V., et al.
(författare)
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Breast Cancer Risk Factors and Circulating Anti-Müllerian Hormone Concentration in Healthy Premenopausal Women
- 2021
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Ingår i: Journal of Clinical Endocrinology and Metabolism. - : Oxford University Press. - 0021-972X .- 1945-7197. ; 106:11, s. E4542-E4553
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Tidskriftsartikel (refereegranskat)abstract
- Context: We previously reported that anti-Müllerian hormone (AMH), a marker of ovarian reserve, is positively associated with breast cancer risk, consistent with other studies.Objective: This study assessed whether risk factors for breast cancer are correlates of AMH concentration.Methods: This cross-sectional study included 3831 healthy premenopausal women (aged 21-57, 87% aged 35-49) from 10 cohort studies among the general population.Results: Adjusting for age and cohort, AMH positively associated with age at menarche (P < 0.0001) and parity (P = 0.0008) and inversely associated with hysterectomy/partial oophorectomy (P = 0.0008). Compared with women of normal weight, AMH was lower (relative geometric mean difference 27%, P < 0.0001) among women who were obese. Current oral contraceptive (OC) use and current/former smoking were associated with lower AMH concentration than never use (40% and 12% lower, respectively, P < 0.0001). We observed higher AMH concentrations among women who had had a benign breast biopsy (15% higher, P = 0.03), a surrogate for benign breast disease, an association that has not been reported. In analyses stratified by age (<40 vs ≥40), associations of AMH with body mass index and OCs were similar in younger and older women, while associations with the other factors (menarche, parity, hysterectomy/partial oophorectomy, smoking, and benign breast biopsy) were limited to women ≥40 (P-interaction < 0.05).Conclusion: This is the largest study of AMH and breast cancer risk factors among women from the general population (not presenting with infertility), and it suggests that most associations are limited to women over 40, who are approaching menopause and whose AMH concentration is declining.
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| 10. |
- Clendenen, Tess V., et al.
(författare)
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Breast cancer risk prediction in women aged 35-50 years : impact of including sex hormone concentrations in the Gail model
- 2019
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Ingår i: Breast Cancer Research. - : BioMed Central. - 1465-5411 .- 1465-542X. ; 21
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Tidskriftsartikel (refereegranskat)abstract
- Background: Models that accurately predict risk of breast cancer are needed to help younger women make decisions about when to begin screening. Premenopausal concentrations of circulating anti-Mullerian hormone (AMH), a biomarker of ovarian reserve, and testosterone have been positively associated with breast cancer risk in prospective studies. We assessed whether adding AMH and/or testosterone to the Gail model improves its prediction performance for women aged 35-50.Methods: In a nested case-control study including ten prospective cohorts (1762 invasive cases/1890 matched controls) with pre-diagnostic serum/plasma samples, we estimated relative risks (RR) for the biomarkers and Gail risk factors using conditional logistic regression and random-effects meta-analysis. Absolute risk models were developed using these RR estimates, attributable risk fractions calculated using the distributions of the risk factors in the cases from the consortium, and population-based incidence and mortality rates. The area under the receiver operating characteristic curve (AUC) was used to compare the discriminatory accuracy of the models with and without biomarkers.Results: The AUC for invasive breast cancer including only the Gail risk factor variables was 55.3 (95% CI 53.4, 57.1). The AUC increased moderately with the addition of AMH (AUC 57.6, 95% CI 55.7, 59.5), testosterone (AUC 56.2, 95% CI 54.4, 58.1), or both (AUC 58.1, 95% CI 56.2, 59.9). The largest AUC improvement (4.0) was among women without a family history of breast cancer.Conclusions: AMH and testosterone moderately increase the discriminatory accuracy of the Gail model among women aged 35-50. We observed the largest AUC increase for women without a family history of breast cancer, the group that would benefit most from improved risk prediction because early screening is already recommended for women with a family history.
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