| 1. |
- Berg, Danielle A., et al.
(författare)
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The COS Legacy Archive Spectroscopy Survey (CLASSY) Treasury Atlas
- 2022
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Ingår i: Astrophysical Journal Supplement Series. - : American Astronomical Society. - 0067-0049 .- 1538-4365. ; 261:2
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Tidskriftsartikel (refereegranskat)abstract
- Far-ultraviolet (FUV; ∼1200–2000 Å) spectra are fundamental to our understanding of star-forming galaxies, providing a unique window on massive stellar populations, chemical evolution, feedback processes, and reionization. The launch of the James Webb Space Telescope will soon usher in a new era, pushing the UV spectroscopic frontier to higher redshifts than ever before; however, its success hinges on a comprehensive understanding of the massive star populations and gas conditions that power the observed UV spectral features. This requires a level of detail that is only possible with a combination of ample wavelength coverage, signal-to-noise, spectral-resolution, and sample diversity that has not yet been achieved by any FUV spectral database. We present the Cosmic Origins Spectrograph Legacy Spectroscopic Survey (CLASSY) treasury and its first high-level science product, the CLASSY atlas. CLASSY builds on the Hubble Space Telescope (HST) archive to construct the first high-quality (S/N1500 Å ≳ 5/resel), high-resolution (R ∼ 15,000) FUV spectral database of 45 nearby (0.002 < z < 0.182) star-forming galaxies. The CLASSY atlas, available to the public via the CLASSY website, is the result of optimally extracting and coadding 170 archival+new spectra from 312 orbits of HST observations. The CLASSY sample covers a broad range of properties including stellar mass (6.2 < log M⋆(M⊙) < 10.1), star formation rate (−2.0 < log SFR (M⊙ yr−1) < +1.6), direct gas-phase metallicity (7.0 < 12+log(O/H) < 8.8), ionization (0.5 < O32 < 38.0), reddening (0.02 < E(B − V) < 0.67), and nebular density (10 < ne (cm−3) < 1120). CLASSY is biased to UV-bright star-forming galaxies, resulting in a sample that is consistent with the z ∼ 0 mass–metallicity relationship, but is offset to higher star formation rates by roughly 2 dex, similar to z ≳ 2 galaxies. This unique set of properties makes the CLASSY atlas the benchmark training set for star-forming galaxies across cosmic time.
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| 2. |
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Beyond Plant Blindness: Seeing the importance of plants for a Sustainable World
- 2020
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Plants are critical to much of life on earth. They provide necessary oxygen and offer shelter and nourishment on multiple scales in diverse habitats. Humans benefit from the existence of plants, and yet we often redact them from our world-view. This is, of course, not true of all humans. In this book, we explore, through cross-disciplinary and art-based research, an alternative to conventional Western approaches to the lives of plants and consider how a more attentive an attuned view might make us more sensitive to 'Life as Plant'. As capitalism and climate change increasingly impact so negatively on the living world, disciplines including art, science and education must work more closely together to shift perceptions and understandings, beyond plant blindness.
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| 3. |
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Darwin-Inspired Learning
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Charles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centred on Darwin's life and scientific practice. The ways in which darwin developed his scientific ideas, and their far-reaching effects continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how humans 'read nature'.
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| 4. |
- Davies, Paul, et al.
(författare)
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Learning in Cultivated Gardens and other outdoor Landscapes
- 2015
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Ingår i: Darwin-Inspired Learning. - Rotterdam : SENSE. - 9789462098312
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Much has been written on childhood experiences of gardens as places in which physical and imaginary experiences converge (e.g. Pollan, 1991). Similarly, recent research has examined the capacity of gardens and school grounds to provide artefacts and spaces for children to assimilate into imagined worlds (e.g. Malone & Tranter, 2003; Dowdell et al., 2011). In addition, a growing body of evidence affirms the rich educational opportunities provided by cultivated gardens and other outdoor landscapes (e.g. Rickinson et al., 2004; Malone, 2008). The role that learning away from the traditional classroom plays in education has a long history; for example, Johann Comenius (1592-1670) argued that education should be a social process, much of which should occur outside of normal schooling (Braund & Reiss, 2004; Nundy, 2001). The educational theorists Pestalozzi (1746-1827), Froebal (1782-1852), Montessori (1870-1952) and Dewey (1859-1952) all highlight aspects of learning out-of-doors. In particular they see cultivated gardens as environments in which to engage in active learning. By the time of Darwin in the Victorian era, informal learning about science had become embedded in society, with the rapid advances in science and technology leading many people to visit science exhibitions and museums, as well as zoological and botanical collections; with these experiences being seen as important for ‘lifelong learning’ (Anderson, 1997; Braund & Reiss, 2004). In addition, creating personal collections of flowers and fossils and going on public excursions to observe and learn the names of plants and animals was part of the fabric of Victorian life, activities which extended across boundaries of class (Secord, 1994). Darwin himself was immersed in collecting beetles from an early age (see Chapter 7) and driven by a deep curiosity to explore the natural world (see Chapter 27). Modern science lessons inhabit a range of environments beyond the classroom: science centres and museums, field visits, trips to universities and research institutions, botanic gardens and zoological collections (for example, Braund & Reiss, 2004; Sanders, 2007) along with the more local environments of parks, school gardens and adjacent streets (for example, Ross-Russell, 2001; Johnson, 2012). Darwin focused much of his science on learning out-of-doors and was interested in a broad range of both cultivated and other outdoor landscapes, whether it was the work he carried out on insectivorous plants in his glasshouses at Down House or his systematic surveys of the meadows surrounding his home (see Chapters 19 ). This chapter highlights the role cultivated and other outdoor landscapes can play in developing children’s understanding of the living world.
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| 5. |
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| 6. |
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| 7. |
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| 8. |
- Hipkiss, Anna Maria, et al.
(författare)
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The girl with the garden gloves: researching the affordances of sensual materialities in the school garden
- 2020
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 15:3, s. 350-362
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Tidskriftsartikel (refereegranskat)abstract
- This article uses vignettes and photographs taken from ethnographic research to reframe the methodological assumptions within school garden research. New theoretical perspectives are applied to previous empirical school garden research that provides deeper understandings of both the teaching and the learning of ecoliteracy in such material contexts. Actor Network Theory and Social Semiotics further highlight the affordance of school garden spaces. We make public the conversations of a small research group about a perceived ethnographic turn towards materiality, aesthetics and agency.
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| 9. |
- Lafauci, Lauren E, 1979-, et al.
(författare)
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Herbaria 3.0
- 2018
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Annan publikation (populärvet., debatt m.m.)abstract
- The collaborative project Herbaria 3.0: Telling Stories at the Plant-Human Interfaceunites environmental humanities (EH), experiential learning, and public engagement to explore how the stories we tell about plants illuminate the intertwined nature of plants and people. Storytelling fosters invested engagement with the green world and acts as a counter to the problem of “plant blindness,” or the inability to see and recognize the plants surrounding us. Without seeing the plants in our everyday worlds, we cannot learn to care for them—nor to care for biological diversity at large. Thus, Herbaria 3.0helps mitigate the loss of species by providing a space to share and remember the stories of plants that may be disappearing or changing in response to our anthropogenic climate crises. It also provides a space for humans to mourn these losses and prevent further ones. Herbaria 3.0makes important interventions in “citizen humanities”: the participation of the public in academic domains and the participation of academics in public ones. It also contributes to digital humanities by developing the potential of web-based platforms for fostering an ethics of care—both for nonhuman subjects and the environment at large—and for providing space to collectively mourn the losses of climate change. Finally, it advances the field of EH, particularly its critical plant studies and history of science strands, in order to help us cope with, adapt to, and mitigate climate change.
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| 10. |
- Lango Allen, Hana, et al.
(författare)
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Hundreds of variants clustered in genomic loci and biological pathways affect human height.
- 2010
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Ingår i: Nature. - : Springer Science and Business Media LLC. - 1476-4687 .- 0028-0836. ; 467:7317, s. 832-8
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Tidskriftsartikel (refereegranskat)abstract
- Most common human traits and diseases have a polygenic pattern of inheritance: DNA sequence variants at many genetic loci influence the phenotype. Genome-wide association (GWA) studies have identified more than 600 variants associated with human traits, but these typically explain small fractions of phenotypic variation, raising questions about the use of further studies. Here, using 183,727 individuals, we show that hundreds of genetic variants, in at least 180 loci, influence adult height, a highly heritable and classic polygenic trait. The large number of loci reveals patterns with important implications for genetic studies of common human diseases and traits. First, the 180 loci are not random, but instead are enriched for genes that are connected in biological pathways (P = 0.016) and that underlie skeletal growth defects (P<0.001). Second, the likely causal gene is often located near the most strongly associated variant: in 13 of 21 loci containing a known skeletal growth gene, that gene was closest to the associated variant. Third, at least 19 loci have multiple independently associated variants, suggesting that allelic heterogeneity is a frequent feature of polygenic traits, that comprehensive explorations of already-discovered loci should discover additional variants and that an appreciable fraction of associated loci may have been identified. Fourth, associated variants are enriched for likely functional effects on genes, being over-represented among variants that alter amino-acid structure of proteins and expression levels of nearby genes. Our data explain approximately 10% of the phenotypic variation in height, and we estimate that unidentified common variants of similar effect sizes would increase this figure to approximately 16% of phenotypic variation (approximately 20% of heritable variation). Although additional approaches are needed to dissect the genetic architecture of polygenic human traits fully, our findings indicate that GWA studies can identify large numbers of loci that implicate biologically relevant genes and pathways.
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| 11. |
- Meehitiya, Luanne, et al.
(författare)
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Life, Living and Lifelessness in Taxidermy
- 2019
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Ingår i: Natural History Dioramas-Traditional Exhibits for Current Educational Themes. Scheersoi A., Tunnicliffe S. (red.). - Cham, Switzerland : Springer Nature. - 9783030002077 ; , s. 97-112
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Bokkapitel (refereegranskat)abstract
- This chapter extends and further develops a recent paper by two of the authors, Sanders and Hohenstein, by both drawing in a curatorial perspective and examining potentials of specific taxidermic displays for learning conversations. In the aforementioned paper we drew attention to research on the ways taxidermic display is currently used, the ways children learn through family conversation, and the types of understandings children are known to have about life and death. Our belief that these collections represent potential research spaces for understanding the impact of parental communication on children’s understandings of life and death underscores a guided reflection on the merits of taxidermic display for demonstrating ways in which concepts of life, and death, are discussed by families. Furthermore, we maintain that such studies might facilitate new interdisciplinary relationships between museum curators and researchers, thus contributing to wider debate on the place of natural history collections in society. To that end, this chapter deepens and extends previous discussions by a) bringing in a curatorial perspective through the addition of a third author, Luanne Meehitiya and b) reflecting on the content and genre of specific taxidermic displays in relation to possibilities for conversations pertaining to notions of life and death.
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| 12. |
- Nyberg, Eva, 1958, et al.
(författare)
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Att se växter
- 2018
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Ingår i: Nordisk forskningskonferens om miljö- och hållbarhetsutbildning 25-26 oktober 2018, Örebro universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Nyberg, Eva, 1958, et al.
(författare)
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Beauty, memories and Symbolic meaning: Swedish student teachers´ views of their favourite plant and animal
- 2021
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Ingår i: Journal of Biological Education. - : Informa UK Limited. - 0021-9266 .- 2157-6009. ; 55:1, s. 31-44
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Tidskriftsartikel (refereegranskat)abstract
- In the twenty years since the first theory of ‘plant blindness’ was published much discussion has ensued concerning this phenomenon. More recent research, not only demonstrates that humans appear to favour animals over plants but also indicates a preference for mammals with forward-facing eyes. For this paper, we analysed answers to an online survey conducted with 202 student primary teachers in Sweden collected over a period of two years. We focus on two open-ended questions concerning favourite plant and animal choices and motivations for these choices. Our intention in this study was not to contrast animal vs. plant, but rather to further explore differential appreciation of plants and animals. Our findings suggest that there are large variations regarding relationships with plants and that affective connections with plant-life are translated through expressions of beauty, symbolic meaning, emotions (life-long) memories, colour, smell and size, and that similar characteristics seem to attract humans to animals. Our results – in line with arguments presented in recent studies – strongly suggest that in biological education and conservation contexts we should rely more intentionally on cultural and personal factors, utilise pre-existing experiencebased human-plant bonds, and in so doing reinforce human recognition and appreciation of plants.
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| 14. |
- Nyberg, Eva, 1958, et al.
(författare)
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Drawing attention to the 'green side of life'
- 2014
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Ingår i: Journal of Biological Education. - : Informa UK Limited. - 0021-9266 .- 2157-6009. ; 48:3, s. 142-153
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Tidskriftsartikel (refereegranskat)abstract
- The notion of plant-blindness, the inability of humans to notice plants in their environment, has been much examined. Similarly, plant scientists have criticised the seemingly zoocentric focus of a biological education, which appears to neglect plants. Furthermore, there are stark contrasts between the active plant behaviours evidenced in current research journals and their seemingly lacklustre counterparts in school curricula. By utilising a body of relevant literature and drawing on empirical data sets, the authors consider the ways in which affective experiences, through personal encounters, observations and guided explorations, can enhance students’ attention to the ‘green side of life’.
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| 15. |
- Nyberg, Eva, 1958, et al.
(författare)
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Plants to the fore: Noticing plants in designed environments
- 2019
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Ingår i: Plants, People, Planet. - : Wiley. - 2572-2611. ; 1:3, s. 212-220
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Tidskriftsartikel (refereegranskat)abstract
- Plants are not only essential for human health and well‐being, but are fundamental to life on Earth. Despite their central importance in sustaining life on this planet, many humans do not notice plants to the same extent as they do animals, a phenomenon described as “plant blindness”. Research indicates that multimodal and sensoric experiences might be significant tools for bringing about a shift away from plant blindness toward recognizing plants and their importance for life on Earth. This study seeks to explore the affordances of sensory‐rich indoor environments in two different settings; one where living animals are in the foreground (a science center), and one where living plants are in the fore (a greenhouse in a botanical garden). The participants in this study were elementary school student teachers. Data were collected through individual questionnaires that examined the student teachers' experiences visiting the two sites. The student teachers' answers are rich in aesthetic expressions, both regarding the animals and plants mentioned and regarding the environments studied. There is a dominance of animal references at the science center and a dominance of plant references from the botanical garden. In order for plants to be noticed in animal‐rich environments, they need to be foregrounded in the design of spaces and information about them clearly exposed to human view.
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| 16. |
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| 17. |
- Nyberg, Eva, 1958, et al.
(författare)
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Swedish teachers’ and teacher students’ attitudes towards nature and environment – A survey of attitudes related to ecosystem services
- 2014
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Ingår i: NERA 2014 (Nordic Educational Research Association, 42nd Congress – Education for Sustainable Development), Lillehammer, Norway, 5-7 March, 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim with the paper is to explore Swedish teachers’ and teacher students’ attitudes to nature and environment, related to ecosystem services and to problematize this concept in relation to sustainability. The concept of ecosystem services is a well known concept within environmental work both nationally and internationally (e.g. Constanza et al, 1997). Since 2011 it has also become an issue in the Swedish curriculum for science teaching in compulsory school and upper secondary school, as a way to deal with and develop students' understanding of and respect for nature. Teaching about ecosystem services is in this context, according to the Swedish Board of Education, meant to be one way to provide students with knowledge about nature, the environment and sustainable development. It is therefore of interest to study the attitudes teachers and becoming teachers hold concerning nature and also whether their attitudes reflect a holistic concern for nature, an utilitarian view, or both. Environmental attitudes are often categorized as being either ecocentric or anthropocentric and Munoz, Bogner, Clement and Carvalo (2009), use this categorization in their analysis of teachers’ conceptions of nature and environment. Bonnet (2002), however, argues that a sense of sustainability can be developed which is neither anthropocentric nor ecocentric. The data consists of results from a survey by way of a questionnaire containing 175 questions. The questionnaire was originally constructed within a European project called Biohead-Citizen project (Castéra & Clément, 2012), but was complemented with a number of questions used only in Sweden. This paper is based on 15 of the original questions and two of the questions specifically constructed for Sweden. The sample is in total 377 individuals, and drawn from both in-service teachers and teacher students. Preliminary analysis indicate that the teachers and the teacher students as a group have a rather ecocentric view. Further analysis will be made in order to investigate possible differences between the different categories of teachers and teacher students respectively. The authors conclude with a reflection and problematization regarding the concept of ecosystem services in relation to Education for Sustainable Development.
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| 18. |
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| 19. |
- Sanders, Dawn, 1958
(författare)
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Attending to Plantness in Estado Vegetal
- 2023
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Ingår i: Estado Vegetal: Performance and Plant Thinking (Ed Giovanni Aloi). - Minnesoata, USA : University of Minnesota Press. - 9781517913083 ; , s. 65-76
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Bokkapitel (refereegranskat)abstract
- In contemporary urban life, the intricate morphologies and behaviors plants display are often reduced to simple, anthropocentric, functional categories like “houseplant,” “street tree,” and “food.” These categories speak little of the extensive contributions plants make to the ecological fabric of life on earth; neither do they recognize the complex sociobiological systems within which they live. Hence the educational task I describe in my essay “On Trying to Understand ‘Life as Plant’” becomes ever more critical in a world in which many species are struggling to exist and plants are often absent from societal view. This chapter is written from the perspective of a biology educator seeking to instill students’ considerations on life as plant by working in the epistemic borderlands between art and science. A photograph from the work of Swedish graphic artist Sara Dunker informs this educational work. It constitutes a symbol of our contemporary urban relationship with plants—how invisible plants have become in modern society. It is the photograph of an abandoned houseplant, in a mangled plastic bag printed with a person’s face, dumped on a roadside curb. This discarded, half-dead plant, roots wrapped in a human-made material that is increasingly problematic for the living world, is, in many ways, a symbol of modern consumption.In response to this specter of botanical loss and abandonment, Manuela Infante’s Estado Vegetal choreographs the human act of planting and caring for plants in a “relational space between human and plant, between the seeing and the seen,” in which “there is conflict, confinement, restraint and capture.”
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| 20. |
- Sanders, Dawn, 1958
(författare)
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Attention and Abandonment: Finding Lost Plants in the City
- 2020
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Ingår i: Limited Edition Book Plant Blindness Sara Dunker. - Stockholm, Sweden : Sara Dunker.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- As I write this foreword much of human attention is directed towards a virus and many are living life differently. But during these strange times a movement has begun in some European countries. In France it is called Sauvages de ma rue and in the UK More Than Weeds. The campaigns involve paying attention to the plants growing in the walls and pavements of urban cities and naming them using chalk scribbled on pavements and walls; ephemeral maps of the botanically attentive gaze; signposts for others to follow on their limited excursions outside of “home” (The Guardian, 2020). Sara Dunker’s book is an art-based addition to these urban trails and in her work she makes explicit a critical starting point: her own gaze, which she follows in a journey of walking, noticing and looking. Some of her images align with traditions of botanical herbarium practice-pressed and flattened specimens closely set with their name or a possible name, upon which she has to decide. In this journey she mirrors the early forays of Linneaus and his apostles setting out across Sweden, and the wider world, to collect and name its green constituents.
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| 21. |
- Sanders, Dawn, 1958, et al.
(författare)
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Beyond Plant Blindness: Seeing the importance of plants for a sustainable world
- 2020
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Ingår i: PULSE (Linnean Society Newsletter). ; 46:October, s. 4-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We know that plants are important to humans; and yet, the general awareness of plants appears to be low in many societies (Knapp, 2019). There are probably several reasons for this state of affairs, which have been discussed in papers concerning ‘plant blindness’ (e.g Wandersee & Schussler, 2001; Sanders, 2019b), but the essence of the challenge is in what we perceive as the otherness of plants; many life processes of plants are fundamentally different from ours, which makes it hard to identify with them (Eriksen & Sanders, 2020). Living on a planet in which ‘Plants = Life’ (Galbraith, 2003) means that human societies cannot afford its citizens to be impervious to the importance of plants and conservation issues related to plant extinction. But how might we support those who have become estranged from the contributions plants make to the planet in valuing plants beyond an instrumentalist view, which sees them only as an ever-available and unlimited resource?
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| 22. |
- Sanders, Dawn, 1958, et al.
(författare)
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BEYOND PLANT BLINDNESS: SEEING THE IMPORTANCE OF PLANTS FOR A SUSTAINABLE WORLD-An Overview of Preliminary Findings
- 2020
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Ingår i: Botanic Gardens, People and Plants for a Sustainable World. Espírito-Santo, M.D., Soares, A.L. & Veloso, M. (eds). - Lisbon, Portugal : IsaPress.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Humans are becoming an urban species. Living in large cities can reduce intimate contact with the natural world thus placing greater emphasis on ‘presented nature’ settings, such as zoos, botanic gardens and natural history museums.Botanic gardens provide opportunities for aesthetic interactions with the plant world. However, previous research has demonstrated that ‘plant blindness’ can inhibit human perceptions of plants. Increased extinction levels mean the world can no longer afford our citizens to see ‘nothing’ when they look at plants, the basis of most life on earth.Despite a key educational role identified in the Global Strategy for Plant Conservation 2011–2020, botanic gardens,and allied settings, have received limited research attention. Given the critical role of plants in ecosystem resilience it is imperative to motivate teaching and learning that can move beyond ‘plant blindness’ towards experiences in which teachers and learners see the importance of plants for a sustainable world. Contemporary research sources suggest that multimodal and sensoric experiences in ‘presented nature’ settings might create shifts away from plant blindness towards reading the importance of plants. The paper presents an overview of preliminary key findings from a recently completed three-year interdisciplinary research study ‘Beyond Plant Blindness – seeing the importance of plants for a sustainable world’, funded by The Swedish Research Council (Dnr 2014-2013). The everyday life of a plant can appear to be static and silent to human perception. And yet, modern science tells us that plants live in complex, and often social, worlds. Removing plants from the human view makes it easier for us to exploit them but reduces our ability to see into their worlds; how might taking a different view improve our understanding and sensitivity to the lives of plants? In this paper we demonstrate the value of connecting with plants through sensory interactions with living specimens, artistic and scientific narratives and affirm the importance of visual methods of communication.Moreover, we show the power of memories and emotions in building personal connections between plants and people, and the strength of aesthetic reasons for connecting with a favourite plant, thus we provide possibilities for planning future visitor interactions with botanical collections.
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| 23. |
- Sanders, Dawn, 1958, et al.
(författare)
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Beyond Plant Blindness: Seeing the importance of plants for a sustainable world (Poster)
- 2017
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Ingår i: State of the World's Plants Symposium, Royal Botanic Gardens Kew May 25 - May 26 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In recent years an interdisciplinary nexus has been generated around what it means to experience life as a plant. From the science of plant behaviours, plant language and meaning-making to plant-based philosophy, plant enquiries are crossing disciplinary and conceptual boundaries. The everyday life of a plant can appear to be static and silent to human perception. And yet, as modern science narratives tell their stories, we are realising that plants live in complex, and often social worlds. Removing plants from the human view makes it easier for us to exploit them and appears accordingly to reduce our ability to see into their worlds. In this research study we ask how, by taking a different view through an interdisciplinary lens, might we improve our understanding and sensitivity to the lives of plants? Thus, our research contributes to policy contexts in which society cannot afford its citizens to be plant blind to contemporary conservation issues.
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| 24. |
- Sanders, Dawn, 1958, et al.
(författare)
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Bortom ”Plant Blindness”: Att se växternas betydelse för en hållbar värld
- 2019
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Ingår i: Resultatdialog_VR_2019. - Stockholm : Vetenskapsrådet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- För att elever ska utveckla en förståelse för växters betydelse är det viktigt att lärare kan förmedla kunskap om växter på ett intresseväckande sätt. Vi har använt oss av en teori om växtblindhet för att undersöka vilka kunskaper lärarstudenter har om växter och hur de relaterar till växter. För att göra det lättare för lärarstudenterna att identifiera växter har vi utvecklat specifika undervisningsverktyg. I vår studie spelar botaniska trädgårdar en nyckelroll.
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| 25. |
- Sanders, Dawn, 1958, et al.
(författare)
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Bortom 'Plant Blindness': Att se växternas betydelse för en hållbar värld: Preliminära resultat och implikationer
- 2017
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Ingår i: Presentation vid Utbildningsvetenskapliga fakultetens samverkanskonferens Forskning Pågår, Göteborg, 31 oktober 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Växter är nödvändiga för de flesta levande organismer på jorden. Forskning har dock visat att människor inte uppmärksammar växter i samma utsträckning som de uppmärksammar djur. Begreppet ”plant blindness” samt ”zoocentrism” är begrepp som diskuteras i relation till undervisning i detta sammanhang. Här presenteras en studie av samspelet mellan människa och plats i två informella lärmiljöer; regnskogen på Universeum och Göteborgs botaniska trädgård. Deltagare i studien är lärarstudenter under kurser i naturvetenskap för F-3- som 4-6-lärare.
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| 26. |
- Sanders, Dawn, 1958, et al.
(författare)
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Bringing Barad into Outdoor Learning: A Reflective Case Study Concerning Quadrats and Agential Cuts in Ecology Education
- 2023
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Ingår i: Patricia G. Patrick (ed.), How People Learn in Informal Science Environments. - Cham : Springer. - 9783031132902 ; , s. 313-333
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Bokkapitel (refereegranskat)abstract
- As teaching and learning moves from the classroom to outdoor settings teachers and students often make shifts between socio-material planes of action from the indoor to outdoor classroom, the ecological setting and the investigative tools that they use. One such tool, common to ecological science, is the quadrat: a square frame mostly used for measuring plant populations in diverse habitats. Karen Barad’s theories on new materialism have influenced our thinking about exploring these shifts. Her theories of material agency emerge from her background in physics and draw extensively on the work of Niels Bohr. For Barad, material objects enact changes so, rather than seeing matter as inert, she argues that matter intra-acts resulting in new phenomena emerging. Few attempts have been made to ground her theories in outdoor learning practices. Drawing on our educational experiences developed with teacher students in the cities of Gothenburg and London we make public an extended reflective conversation on what happens, and what might happen, if a Baradian perspective is used to consider an outdoor science activity focused on ecology. In these reflections the quadrat is examined as a critical tool for framing layers of understanding through the lens of “agential cuts”; both on the part of the teacher, and the students, during acts of noticing and identifying the biodiverse forms and interactions within the quadrat. Thus, the theoretical focus in this work concerns the use of Barad’s “agential cuts” as a didactical frame on moving between the classroom and outdoor settings. Within this, we consider the conceptual and material possibilities the quadrat tool offers teaching and learning.
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| 27. |
- Sanders, Dawn, 1958
(författare)
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Chapter 13. Towards Extinction: Mapping the Vulnerable, Threatened and Critically Endangered Plant in ‘Moments of Friction’
- 2022
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Ingår i: Animals, Plants and Afterimages The Art and Science of Representing Extinction. - New York & Oxford : Berghahn Books. - 9781800734258
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Bokkapitel (refereegranskat)abstract
- Deepening our relationships to plants confronts educators with challeng-ing questions in an age of extinction. As Rose, van Dooren and Chrulew have noted, ‘there is no singular phenomenon of extinction: rather extinction is experienced, resisted, measured, enunciated, performed and narrated in a variety of ways to which we must attend’. Bringing art-based approaches to these interstitial spaces of attention can mesh the biological and the cultural into plant encounters that provoke ‘human curiosity to- wards plant-based narratives, and give humans agentic space to experience being with, thinking through, and understanding something genuinely moving of the lives of plants’. Critical animal studies scholars have done much to give agency to non-human animals in these encounters, and in so doing have asked vital questions of educational institutions such as: ‘what does education become when humans are not regarded as the only subjects?’ In these contested territories of teaching and learning, how can we articulate potential spaces for what Broglio terms ‘moments of friction’ in the context of ‘what is’, ‘what is not’ and ‘what might be’, when plants are revealed through encounters with art works?
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| 28. |
- Sanders, Dawn, 1958, et al.
(författare)
-
‘Death on Display’: Reflections on Taxidermy and Children's Understanding of Life and Death
- 2015
-
Ingår i: Curator:The Museums Journal. - : Wiley. - 2151-6952 .- 0011-3069. ; 58:3, s. 251-262
-
Tidskriftsartikel (refereegranskat)abstract
- Taxidermic collections have become perceived as extraneous in modern museums, and as such have become vulnerable to disassembly during periods of economic austerity and/or shifts in curatorial perceptions. In this paper we argue that rich educational opportunities could be lost through such actions. We highlight the ways that taxidermy provides a useful context for learning about, and understanding, the relationships between life and death in the animal kingdom. We draw attention to research on the ways taxidermic display is currently used, the ways children learn through family conversation, and the types of understandings children are known to have about life and death. We believe these collections represent potential research spaces for understanding the impact of parental communication on children's understandings of life and death. Our preliminary research plans, and conversations with curatorial partners, suggest that recording and analyzing family conversations at these sites has much to offer. Furthermore, we propose such studies might facilitate new interdisciplinary relationships between museum curators and researchers, thus contributing to wider debate on the place of natural history collections in society.
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| 29. |
- Sanders, Dawn, 1958
(författare)
-
Encounters with Conflict and Intimacy: The Presence of Plants in the work of Ellie Kyungran Heo
- 2020
-
Ingår i: Plantarians, 2017-2020 Galleri 54. - Gothenburg Sweden : Galleri 54 Gothenburg.
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Plants nourish us physically, sustain our emotions with their beauty and provide us with comfort, as companions in our homes and memorials for the dead. And yet, in this relational space between human and plant, between the seeing and the seen, there is conflict, confinement, restraint and capture.
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| 30. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Epilogue: Transforming the Ordinary
- 2015
-
Ingår i: Darwin-Inspired Learning. - Rotterdam : SENSE. - 9789462098312
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A wild bird but an ordinary one. I looked up the definition of ‘ordinary’ – with no special or distinctive features, common, of ordinary rank, undistinguished, commonplace. Which of us is any more or less? Whatever he was, this bird was beautiful. His new fresh feathers were lavender and navy, shading to a fine line of black towards the tips of his wings, his eyes bright and watching. (Woolfson, 2013, pp. 6-7) Thus, a young injured bird is described in Woolfson’s Field notes from a hidden city: an urban nature diary. The city is Aberdeen, the bird a blue rock pigeon Columba livia. The species encapsulated in textbook narratives on Darwin are often from the Galapagos and yet, for much of his life, it was the ordinary plants and animals close to Darwin’s home (Jones, 2009) that inspired and transfigured his ideas; pigeons, everyday weeds, garden cabbages, the common sundew Drosera rotundifolia and the twining hops of the Kent countryside (Chapters 1, 2, 10, 14, 17 and 18). As a writer, Darwin is a master at transforming the ordinary into a richly ‘tangled bank’ of crawling worms, singing birds and flitting insects (Darwin, 1859) in order to create a metaphorical picture of his Origin theory. Indeed, Darwin creates multiple narratives with which to render his life and science.
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| 31. |
- Sanders, Dawn, 1958
(författare)
-
Grounding New Narratives of 'Plantness' in Botanic Garden Design: A place for art-based research?
- 2024
-
Ingår i: RI-Vista. ; 02, s. 204-211
-
Tidskriftsartikel (refereegranskat)abstract
- Through two examples of artworks, both historical and contemporary, water-colour and installa- tion, this article considers possibilities for art-based research to ground new narratives of ‘plantness’ in botanic garden design. In so doing the author suggests that art can open windows on a little-k- nown world; and confront the human viewer with narratives that provoke them to re-calibrate their ideas about, and feelings towards, plants. Thus, questions are also asked of landscape architectu- re and the ways in which it might respond to such art-based research works and considers emergent questions for design practices wishing to make ‘Life as Plant’ more public and specific. Attraverso due esempi di opere d’arte, sia storiche che contemporanee, acquerelli e installazioni, questo articolo considera le possibilità della ricerca basata sull’arte per fondare nuove narrazioni sulla ‘pianta’ nella progettazione dei giardini botanici. Così facendo l’autore suggerisce che l’arte può aprire finestre su un mondo poco conosciuto; e confrontare lo spettatore umano con narrazio- ni che lo spingono a ricalibrare le proprie idee e sentimenti nei confronti delle piante. Pertanto, ci si interroga anche sull’architettura del paesaggio e sui modi in cui potrebbe rispondere a tali lavori di ricerca basati sull’arte e si considerano le questioni emergenti per le pratiche di progettazione che desiderano rendere ‘La vita come pianta’ più pubblica e specifica.
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| 32. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Navigating nature, culture and education in contemporary botanic gardens
- 2018
-
Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:8, s. 1077-1084
-
Tidskriftsartikel (refereegranskat)abstract
- Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring . Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research.
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| 33. |
- Sanders, Dawn, 1958
(författare)
-
On trying to understand life as Plant
- 2017
-
Ingår i: SLSA2017, 9-12 November in Tempe, Arizona, USA.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Plants live in a different time zone to mammalian life. Consequently, they can appear still, silent and passive to human perception. This is dependent on the cultural environment in which plants live and their associated narratives. In contemporary city life the complex morphologies and behaviours plants possess are often reduced to simple contextualised categories such as “house-plant”, “street-tree,” and “food”. These categories speak nothing of the contributions plants make to the ecological fabric of life on Earth; neither do they acknowledge the complex and socio-biological systems within which they exist. In this presentation we consider these perceptual blank spots in relation to an interdisciplinary research project in which artistic, scientific and didactic narratives coalesce in order to represent plants through new ways. In particular, scale-jumping biographies are used to visually foreground the structures of seeds over their adult form with their human collectors stories placed as a footnote. In the same room the growing form of the seed is present; the viewer makes the connection through the plant labels, thus actively enacting textual connections between represented and living forms of the seeds they meet on the wall of the gallery. In another installation, one specific seed- Stipa pennata- is made large only to vanish in a richly coloured meadow in the next installation. Thus, reproductive structure and adaption are made public, and specific, in one context whilst the plant’s competitive struggle amongst many, sometimes blurred, plant forms is in focus in another.
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| 34. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Plant Biology
- 2018
-
Ingår i: Teaching Biology in Schools: Global Research, Issues and Trends. - London and New York : Routledge. - 9781138087941
-
Bokkapitel (refereegranskat)abstract
- The history of the rise and fall of the use of plant specimens in school science is complex. Currently, the role of plants in the received curriculum is frequently perceived as separate from animals, and often focused on specific ‘plant topics’, a classic one being photosynthesis. However, in the ‘planned curriculum’ there are many opportunities for teachers to choose which living material to use and thus create a less zoo-centric focus. In this chapter, we present ideas for a synoptic narrative model, in which plants can be mobilized as living organisms that bring together the seemingly disparate, and often quite abstract, narratives of secondary school biology. In so doing, we will draw attention to a ‘reading the story’ of ‘big ideas’ approach. We aim to create didactic moves that encompass practical experiments, encourage student voice and draw on historical vignettes. In developing this approach we have utilized international science education research, recent scientific studies and contemporary teaching resources.
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| 35. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Plant Blindness
- 2020
-
Ingår i: Oxford Bibliographies in Ecology. - New York : Oxford University Press.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- “Plant blindness” is the phrase introduced in an influential 1999 publication by James Wandersee and Elisabeth Schussler in connection with zoocentrism, initially in the context of biological education in the United States, but later addressed by researchers in a diversity of cultures. Wandersee and Schussler were much influenced by the psychology of perception and how it appeared to account for a general insensitivity to plants in the environment and dwindling understanding of the fundamental importance of plants for human survival and global ecology. The roots of plant blindness have been intensively analysed. Some studies conclude that it is an intrinsic trait, hardwired into human physiology and psychology. Others point to the consequences of historic trends in industrialization and urbanization and the progressive disconnection of people from the natural environment and primary sources of food, feed, fiber, and fuel. Much of the plant blindness literature confronts the need to remedy what it terms a specific condition, particularly at a time of climate and biodiversity crisis. Perhaps one of the challenges in this work is that those seeking to counteract plant blindness through education are often scientists or science educators who frequently perceive plant blindness as an ontological condition, which can be overcome by scientifically structured representations of plants using controlled vocabularies. But for those outside these communities plants are part of a worldview that is far more epistemological and thus the way plants enter, or fail to enter, an individual’s consciousness is constructed as a sociological event related to culture, experience, and environment. Understanding this is crucial if communicators and educators are to engage with the complexity of plant blindness effectively.
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| 36. |
- Sanders, Dawn, 1958, et al.
(författare)
-
‘Plant Blindness’: Time To Find A Cure.
- 2015
-
Ingår i: The Biologist. - 0006-3347. ; 62:3
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We must help people see that plants are dynamic, social and vital to life society can no longer afford to view plants as the scenic backdrop to zoological theatre. As biologists, we know plants are essential to the processes underpinning the life support systems of our planet, but this ecological role is often rendered invisible in our fast paced lives. The absence of plants in contemporary life is a problematic social condition, and one that requires urgent attention. We need a radical shift in focus to address ‘plant blindness’ and start shaping plant based narratives that engage human attention towards the important work that plants do.
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| 37. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Plantrootweaving
- 2020
-
Ingår i: Antennae The Journal of Nature in Visual Culture. ; Autumn 2020:52, s. 24-33
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Scherer explores the relationship of man versus his natural environment. Through her installations she examines the boundaries between plant culture and nature. What does “natural” mean in the Anthropocene and is man not also nature or a parasitic species on the rest of his environment? For the past few years her fascination has been focused on the dynamics of underground plant parts. She has been captivated by the root system, with its hidden, underground processes. Her longterm project Exercises in Rootsystem Domestication originated as an art project with an intuitive approach has also developed into an innovative material research. Working on this project Scherer shifts between disciplines, from design to art, craft and science. To develop the work she collaborate together with biologists, engineers and designers.
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| 38. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Putting plants in the picture
- 2024
-
Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
-
Tidskriftsartikel (refereegranskat)abstract
- In this article we consider the use of visual images to assess perceptions of plants. Using data drawn from a Swedish study we review our choices regarding the type of image used, and the responses they provoked. Furthermore, we consider these choices in the light of other studies, propose a tentative model of levels of seeing, and call for further research. In sharing our methodological challenges with the research community, we wish to contribute to current discussions in plant awareness studies. More specifically, to the development of a visual prompt item that is not explicitly connected to knowledge. Thus, the main contribution of this article is to visual research methods in relation to plant awareness studies.
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| 39. |
- Sanders, Dawn, 1958
(författare)
-
Reflecting on Boundary Crossings between Knowledge and Values: A Place for Multimodal Objects in Biology Didactics?
- 2022
-
Ingår i: NorDiNa : Nordic Studies in Science Education. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 18:2, s. 214-224
-
Tidskriftsartikel (refereegranskat)abstract
- Through a series of practice-based narratives, drawn from specific experiences in a higher-education context in Sweden, the affordances of multimodal objects are reflected upon. In this work, multimodal objects are considered as boundary objects that can facilitate learning conversations, both cognitive and affective. Current work in science education research has highlighted the role that boundary-crossings between knowledge and values offer teaching and learning. The author believes such boundary-crossings to be essential in the current context of prolific species extinction, on a planet in which human-made materials now outweigh the living biomass; a planet in which life, death, self and other are ‘braided vulnerabilities’ across a complex socio-biological landscape. Thus, in these iterative, practice-based reflections on specific teaching moments, this paper offers small steps towards reimagining biology didactics in the ‘post-normal’ conditions of the 21st century. In so doing, possibilities for multimodal objects in contemporary biology didactics are reflected upon and suggested.
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| 40. |
- Sanders, Dawn, 1958
(författare)
-
Seeing Green : The Climbing Other
- 2018
-
Ingår i: Why Look At Plants: The Botanical Emergence in Contemporary Art. - Rotterdam: Netherlands : Brill. - 9789004375253 ; , s. 195-197
-
Bokkapitel (refereegranskat)abstract
- Berger’s work (1980, 2009) provokes us to adjust our frames of attention both within, and beyond, an anthropocentric lens. In this chapter two climbing plants: Monstera deliciosa (The Swiss Cheeseplant) naturally found in South-American rainforests and Hedera helix (Common Ivy), which occurs across Europe, are used as focal points from which to consider ‘plant blindness’ (Wandersee and Schussler, 1999,2001). As Berger has noted, ‘our customary visible order is not the only one: it coexists with other orders’ (Berger, 2009, p.10). Time-lapse photography has enabled the private lives of plants, and plant movement, to become more visible to humans (Attenborough, 1995) and yet we still appear to render plants, and their movements, invisible. No less so than in and around our homes. Schiebinger affirms the act of naming ‘as a deeply social process’ (2004, p.195) and speaks of the ‘linguistic imperialism’ of binomial names developed by the Swedish botanist, Linnaeus. However, an even greater act of imperialistic enclosure is embodied in the aforementioned climbing plants; one has a long-history of life in captivity as a ‘house-plant’; the other is commonly viewed on an antagonistic continuum between an ‘attractive’ plant, which can make shady walls interesting and a self-clinging, rapid-growing ‘nuisance’ on homes and walls (RHS, 2016). Climbing was one of the plant movements that fascinated Charles Darwin. In his desire to study this aspect of ‘plantness’ (Darley, 1990) he used the walls of his own home as an experimental plane upon which to watch the ‘twitchers, twiners, climbers and scramblers’ (Browne, 2003, p.417). In so doing he became increasingly intimate with the diverse strategies plants employ to sense structures that can aid their clamber away from the dark towards the light. And yet these complex morphologies and behaviours are often reduced to simple everyday categorisations, as in the case of Hedera helix (Common Ivy) or creating a functional need (a plant support) in their care, as in the case of Monstera deliciosa (The Swiss Cheese Plant). Berger suggests, in The Field, that our observance of a ‘first event’ can lead us to observe other events, which result in us being ‘within the experience’ (Berger, 1980 p.196-197), thus Darwin, through his lengthy observations of climbing plants became familiar with the subtle nuances of plant movement and came to understand the ‘quietly complicated lives of plants’ (Browne, 2003, p.163).
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| 41. |
- Sanders, Dawn, 1958, et al.
(författare)
-
Seeing the green cucumber: Reflections on variation theory and teaching plant identification
- 2022
-
Ingår i: Plants People Planet. - : Wiley. - 2572-2611. ; 4:3, s. 258-268
-
Tidskriftsartikel (refereegranskat)abstract
- Societal Impact Statement Overcoming 'plant blindness' is a critical goal for society and especially for education. In this article, we suggest variation theory can be a useful approach to plant identification training and evaluation in higher education contexts. We discuss an example from Swedish higher education in which we reflect on our teaching. We propose that the conscious use of variation theory may be useful in developing pedagogical tools and processes in the teaching of plant identification. Ett viktigt mal for samhallet, sarskilt for utbildningssystemen, ar att vi manniskor blir battre pa att fa syn pa vaxter och pa deras betydelse i ekosystemen. Vi behover overvinna vad som benamns 'vaxttblindhet'. I denna artikel foreslar vi att variationsteori ar en bra utgangspunkt i utbildning och utvardering av vaxtidentifiering inom hogre utbildning. Vi redovisar exempel fran svensk universitetsutbildning dar vi reflekterar over var egen undervisning pa ett systematiskt satt. Vi foreslar att en avsiktlig utgangspunkt i variationsteorin for larande ar anvandbar for att vidareutveckla pedagogiska verktyg och processer i undervisning om vaxtidentifiering. Given the importance of the ecological functions of plants and current extinction rates, overcoming 'plant blindness', the inability to notice plants in our environment, is a critical goal for society as a whole, and for education in particular. In response to this social challenge, we suggest that a theoretical approach to learning can be a useful lens through which plant identification training and evaluation in higher education contexts can be understood on a deeper level, informed by theoretical tools from the learning sciences. In this article, we discuss an example from Swedish higher education in which we reflect upon our teaching using the principles of the variation theory of learning, which emphasises the ability to discern different features or aspects of what is being learned. We also propose that a deliberate use of learning theories, especially variation theory, may be useful in developing pedagogical tools and processes in botanical education.
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| 42. |
- Sanders, Dawn, 1958
(författare)
-
Seeing things for themselves: Jacqueline Palmer, Natural History Educator 1948-1960
- 2016
-
Ingår i: Journal of Natural History Education and Experience. ; 10, s. 1-5
-
Tidskriftsartikel (refereegranskat)abstract
- This paper draws attention to the work of the natural history educator Jacqueline Palmer from the years 1948 to 1960. Palmer considered the whole aim of museum collections to be the encouragement of people “to go out and see things for themselves,” thus connecting dead specimens with living organisms. The overall intention of this article is to relate elements of her professional story to those of modern natural history educators.
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| 43. |
- Sanders, Dawn, 1958
(författare)
-
Staging Darwin’s Science Through Biographical Narratives
- 2015
-
Ingår i: Darwin-Inspired Learning. - Rotterdam : SENSE. - 9789462098312
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Darwin has been the subject of many published biographies (e.g. Desmond & Moore, 1991; Browne, 1995, 2003) and, as a prolific correspondent (see Chapter 3), offers extensive personal material with which to build a biographical reading of his life, his science and the landscapes in which he developed his ideas. It has been suggested that Charles Darwin’s story is ‘the story of an era’ (Browne, 1995, p.xiii) and as such offers educators a platform for learners to engage with scientific ideas throughout his life, and to appreciate the ‘power of place’ (Browne, 2003) written into his scientific identity. This chapter proposes a biographical model for using the work of scientists in teaching science. It will draw on the writings of Hustak and Myers (2013), Avraamidou and Osborne (2009), Browne (2005), Szybek (1999) and Bruner (1986, 2004) in developing a narrative-based approach through which to stage Darwin’s science. In so doing it will build on Browne’s assertion that, ‘the material grounds of lived experience provide an avenue of historical access extending beyond the reaches of textual evidence’ (Browne, 2005, p. 273).
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| 44. |
- Sanders, Dawn, 1958
(författare)
-
Standing in the Shadows of Plants
- 2019
-
Ingår i: Plants, People, Planet. - : Wiley. - 2572-2611. ; 1:3, s. 130-138
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This special issue of Plants, People, Planet brings together a wide range of perspectives on the topic of “plant blindness”—the widest to date in one issue—with contributions from scholars working across a diverse range of disciplines, from the humanities and social sciences to plant science, conservation, and ecology. We also take this opportunity to showcase the work of visual artists working at the interface of art and plant science, and educators who use plants as a key subject in their education practice. The geographical reach of the contributions is also extensive with contributions from around the globe and the Twittersphere.
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| 45. |
- Sanders, Dawn, 1958
(författare)
-
Taking a different View: Ecology across Borders
- 2019
-
Ingår i: Embedding Ecology in Sustainable Development Goals Conference, Lisbon, Portugal, 29 July - 2 August 2019. - : European Ecological Federation (EEF).
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- How do we make public the private lives of plants in our science communication? Does the sound of storm petrels nesting under the cliff make a bigger impact on our audiences than words describing those sounds? How might taking a different view through art-based methods improve human understanding and sensitivity to the lives of other organisms? In this keynote presentation I will draw on inter-disciplinary research and teaching experiences to reflect on ecology across the borders between science and art in the 21st century.
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| 46. |
- Sanders, Dawn, 1958
(författare)
-
The Flowerless Ones: A Vegetal/Human Encounter
- 2021
-
Ingår i: Antennae: The Journal of Nature in Visual Culture. ; 53:Spring 2021, s. 29-33
-
Tidskriftsartikel (refereegranskat)abstract
- Seeded with texts from both fiction and ecological science, a time frame is constructed in which emergent plant life, in a domestic garden, is placed in counterpoint to the ending of a human life.
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| 47. |
- Sanders, Dawn, 1958
(författare)
-
The World of Downe: Charles Darwin’s Living Laboratory
- 2015
-
Ingår i: Darwin-Inspired Learning. - Rotterdam : SENSE. - 9789462098312
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Charles Darwin’s achievements are all the more extraordinary when we reflect on the simple tools and domestic spaces in which he practised his post-Beagle enquiries. The relatively unchanged garden at Down House – with its glasshouse, kitchen-beds, lawn, hedgerows, adjacent woods and meadows – is a living monument to the observations, experiments, collections and continuous questioning clearly evidenced in his notes and letters. This chapter will examine Darwin’s ‘living laboratory’ in the context of gardens as scientific spaces – from the experimental garden of Gregor Mendel to contemporary studies of ecological patterns and communities in a Leicestershire suburban garden. Drawing on Darwin’s correspondence, notebooks and publications it will position Darwin within a social network of garden experimentation, and associated fieldwork, by both amateur and professional, male and female, correspondents. These historical explorations of Darwin’s ‘locale’ (Kohler, 2011, p. 581) will set the scene for contemporary discussions of Darwin-inspired learning.
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| 48. |
- Sanders, Dawn, 1958
(författare)
-
Trapped in Time: Lingering with "Plantness"
- 2019
-
Ingår i: Plants, People, Planet. - : Wiley. - 2572-2611. ; 1:2, s. 64-66
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In modern urban existence, the complex lives of plants are often reduced to simple categories, which resonate with human utility. These categories speak little of the central role plants play in the ecological fabric of life on Earth. Plants have the ability to sense and respond to stimuli across various timescales and the time zones they inhabit are multi‐faceted. This complexity presents difficulties when the unfamiliar characteristics of "plantness" are revealed to everyday observers who may perceive plants as operating in a slow lane outside of their perception. This editorial draws attention to the rich time assemblages in which plants exist, and highlights the need for diverse representations with which to engage human attention to the botanical world.
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| 49. |
- Sanders, Dawn, 1958
(författare)
-
Windows on a changing world: Using children's literature as an aesth/ethical trope in early years education for sustainability
- 2017
-
Ingår i: Ethical Literacies and Education for Sustainable Development. - Cham : Palgrave Macmillan. - 9783319490106 ; , s. 127-136
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter is an exploration of the opportunities afforded children’s imaginations by three books. It constitutes a teacher’s situated reflection on how the heterotopic “nowhere and here” of children’s literature can be a metaphorical window onto “something or somewhere else” in the context of environmental sustainability. Children’s stories are reflected on as points of departure from which to consider an “aesth/ethical” trope between humans, more-than-humans and material matter in order to engage with “sympathetic imagination”.
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| 50. |
- Solli, Anne, 1969, et al.
(författare)
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En kartläggning av forskning om lärande och undervisning om energi: implikationer för lärarutbildningen
- 2022
-
Ingår i: Praktiknära skolforskning FND 2022.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Energi kopplas till allt mer akuta samhällsfrågor och är ett ämnesövergripande tema. Vi har, som lärarutbildare, identifierat ett behov att revidera vårt sätt att förbereda blivande lärare att undervisa det ämnesövergripande temat energi i de fyra ämnena kemi, biologi, teknik och fysik. Syftet med denna litteraturstudie var att kartlägga forskning anknuten till undervisning och lärande om energi, vilka problem som identifierats, motiv för varför temat ska adresseras, forskningens implikationer samt att identifiera teman i litteraturen som kan vara till hjälp för design av undervisning och att identifiera luckor i litteraturen för planering av forskning. Litteraturstudien stöds av ramverket beskrivit av Pham mfl (2014) för utförande av en s.k. scoping review, det vill säga att undersöka forskning inom ett ämnesområde. Resultaten visar att energitemat är utmanande för båda lärare och elever. Existerande undervisningsmetoder misslyckas delvis att ge elever den typ av integrerade förståelse som de behöver för att tillämpa energiidéer i samhällssammanhang. I litteraturen identifieras två huvudmotiv för att adressera energi i undervisningen. Dels fokus på att säkra grunden och lära sig den rätt förklaringen på ena sidan, dels att lära sig agera i frågor som handlar om energianvändning å andra sidan. Ett fåtal studier lyfte vikten av att lära sig resonera kring komplexa system som involverar flera komponenter och energiformer. Implikationer för undervisning från forskningen är flera; vi har kategoriserat dessa kring organisering och progression av undervisning och att förståelse för energi bör utvecklas tillsammans med de naturvetenskapliga och samhälleliga sammanhang där energi blir relevant
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