| 1. |
- Arrhenius, Mattias, 1971-, et al.
(author)
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Causes, processes and consequences of earthquakes. Investigating Swedish 12-13-year old students’ geographical understanding
- 2024
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In: International Research in Geographical and Environmental Education. - : Routledge. - 1038-2046 .- 1747-7611.
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Journal article (peer-reviewed)abstract
- The aim of this study was to investigate students’ conceptions of causes, processes and consequences of earthquakes and to examine their geographical understanding of such hazards in terms of spatial and societal-nature relations. Data consists of 134 responses from 12 to 13-year-old students who had completed an assignment in the Swedish national test in geography (2013). The responses were analysed using content and thematic analyses. Data was complemented with interviews. Results show that many students hold alternative conceptions of processes causing earthquakes at different plate boundaries, and why poor societies are more severely affected by earthquakes than rich societies. Furthermore, results show that students have a limited understanding of the extent and location of earthquakes in the world. We conclude that instruction aiming to develop students’ understanding of earthquakes as a geographical phenomenon and hazard may integrate map-reasoning skills with examples that support contextual thinking. We also suggest that in order to develop students’ relational thinking on society and nature, instruction can utilise the concept of “capital”. Furthermore, teaching needs to take in to account and design instruction to meet students’ alternative conceptions that societal consequences of earthquakes are solely predetermined by natural factors such as climate or heat.
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| 2. |
- Arrhenius, Mattias, et al.
(author)
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Swedish 12-13 Year-Old Students' Geographical Understanding of the Gulf Stream
- 2021
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In: Journal of geography (Houston). - : Taylor & Francis. - 0022-1341 .- 1752-6868. ; 121:1, s. 5-17
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Journal article (peer-reviewed)abstract
- The aim of this study was to investigate students' understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students' geographical contextual understanding, including map-reasoning skills.
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| 4. |
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| 5. |
- Harring, Niklas, 1979, et al.
(author)
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Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students
- 2018
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In: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:3
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Journal article (peer-reviewed)abstract
- This paper explores whether value orientation (VO) and trust in the state (TIS) are linked to support for environmental intervention and steering among Swedish students in economics, law, and political science. Furthermore, we considered whether environmental personal norms mediate the link between VO and support for environmental policy instruments and finally, whether TIS moderates the link between environmental personal norms and support for environmental policy instruments, testing this on a sample of over 800 Swedish students. We found a positive link between both a self-transcendence VO and TIS on environmental policy support; however, we cannot confirm a moderating effect of TIS on the relation between environmental personal norms and policy support. Furthermore, left-wing students displayed stronger support for environmental intervention. We conclude that more knowledge on programme-specific characteristics regarding environmental values, beliefs, and attitudes among freshman students can enhance sustainability teaching intended to develop the students’ critical and reflective capabilities.
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| 6. |
- Harring, Niklas, 1979, et al.
(author)
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The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability
- 2017
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In: Handbook of Theory and Practice of Sustainable Development in Higher Education. - Cham : Springer. - 9783319478678 - 9783319478685 ; , s. 159-170
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Book chapter (peer-reviewed)abstract
- Problems of environmental degradation are often conceptualized in terms of collective action dilemmas, and imply an increased demand for coordination and steering by public authorities. Social science is struggling with understanding how attitudes to collective action dilemmas and state intervention actually are formed. In the literature on environmental attitude formation, education is often claimed to be an important factor. It is argued for example that people with university degrees develop certain values essential for beliefs about personal responsibility and concern for the environment. Still there are a number of questions unanswered. For example, we know little about the effects of different educational programs. In this study we test the hypotheses by using a unique longitudinal data set based on surveys distributed to students in economics, law, and political science at seven universities in Sweden. Our results show a slight decrease in ascribed personal responsibility for environmental protection among the students after one semester. Instead, students ascribe an increased responsibility to various institutions and actors.
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| 7. |
- Torbjörnsson, Tomas, 1956-, et al.
(author)
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Exploring children´s sense of place and promoting equity in geography education
- 2015
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In: NoFa5 Book Of Abstracts. ; , s. 37-37
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Conference paper (other academic/artistic)abstract
- This study investigates how cultural factors shape children views of the environment in Sweden. In a geographical context it focuses our attention on children’s sense of place, that is, how people inhabit spaces. This deepens our understanding of society and sustainability to create an inclusive education. Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment? Drawings and interviews are used to elicit children’s responses to these questions. Study participants consist of 150 children in year 6 drawn from two schools in Stockholm and Sodertalje, each reflecting different communities. After establishing inter-rater reliability, we conduct content and thematic analysis of drawings as well as open coding of interviews to generate interpretive findings. Visual methodology and social constructivism are lenses that frame this study and validate children’s sense of place. Implications for equity in geography and education are discussed.
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| 8. |
- Torbjörnsson, Tomas, 1956-, et al.
(author)
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Potential conflicts between ownership rights and environmental protection : Swedish undergraduate students' views
- 2019
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In: Environmental Education Research. - Oxon, UK : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 25:12, s. 1790-1803
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Journal article (peer-reviewed)abstract
- This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ?ownership? are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students? responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.
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