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Numrering	Referens	Omslagsbild	Hitta
1.	Lundholm, Cecilia, et al. (författare) Developing lenses for understanding environmental learning. 2008 Ingår i: Annual Meeting of the American Educational Research Association, Ecological and Environmental Education SIG, New York.. Konferensbidrag (refereegranskat)abstract This paper describes the process and presents results of qualitative research synthesis conducted through a two-year international collaboration. Findings are drawn together from a wide range of research on students’ environmental learning and experiences, with particular reference to three studies conducted in England and Sweden with secondary school pupils and university students. As well as similarities in students experiences of the curriculum, interesting differences also emerged. The synthesis is framed around three lenses which capture different aspects of learning and students’ experiences; (i) values and emotions, (ii) student-teacher relations, and (iii) questioning relevance. The lenses are of relevance to practitioners in environmental education, offering conceptual frameworks relating to current research and enhancing our theoretical understanding of environmental learning.

Lundholm, Cecilia, et al. (författare)
Developing lenses for understanding environmental learning.
2008
Ingår i: Annual Meeting of the American Educational Research Association, Ecological and Environmental Education SIG, New York..
Konferensbidrag (refereegranskat)abstract
- This paper describes the process and presents results of qualitative research synthesis conducted through a two-year international collaboration. Findings are drawn together from a wide range of research on students’ environmental learning and experiences, with particular reference to three studies conducted in England and Sweden with secondary school pupils and university students. As well as similarities in students experiences of the curriculum, interesting differences also emerged. The synthesis is framed around three lenses which capture different aspects of learning and students’ experiences; (i) values and emotions, (ii) student-teacher relations, and (iii) questioning relevance. The lenses are of relevance to practitioners in environmental education, offering conceptual frameworks relating to current research and enhancing our theoretical understanding of environmental learning.

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