| 1. |
- Fridberg, Marie
(author)
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"Kan man tvätta vatten?"
- 2021
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In: Att arbeta med hållbar utveckling i förskolan. - : Gleerup. ; 1:1, s. 13-16
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Book chapter (other academic/artistic)
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| 2. |
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| 3. |
- Thulin, Susanne, et al.
(author)
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Avslutande reflektioner
- 2021
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In: Att arbeta med hållbar utveckling i förskolan. - : Gleerup. ; 1:1, s. 145-152
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Book chapter (other academic/artistic)
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| 4. |
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| 5. |
- Beery, Thomas, et al.
(author)
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Broadening the foundation for the study of childhood connectedness to nature
- 2023
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In: Frontiers in Environmental Science. - : Frontiers Media S.A.. - 2296-665X. ; 11, s. 1-13
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Journal article (peer-reviewed)abstract
- The spatial aspect of access to nature experience is considered a key factor for studying school-age educare and connectedness to nature. While the standard approach for questions of connectedness to nature is to study at the individual level using methods such as observations, psychometric scaling, and interviews, less common are spatial methods applied to structural or collective aspects of these questions; connectedness to nature study rarely considers the human relationship with nature across sociocultural/structural/institutional levels. Spatial analysis is presented as a step toward a broader consideration of connectedness to nature; careful consideration of connectedness to nature/disconnection must explore the forces beyond the individual shaping access and opportunity. Specifically, the study considers access through proximity to nature from school-age educare sites in the Swedish city of Malmö. Using spatial methodology, proximity to nature was measured at 67 school-aged educare sites. The results provide a complex picture of a range from high to low-quality access to nature for children at the sites. The results help highlight the importance of access via proximity while also opening the door to a mix of other sociocultural/structural/institutional factors to be considered in support of children’s access to nature experience.
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| 6. |
- Beery, Thomas, et al.
(author)
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Connectedness to nature : a tale of three scales
- 2024
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In: Environmental Education Research. - : Carfax Publishing Ltd.. - 1350-4622. ; , s. 23
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Journal article (peer-reviewed)abstract
- A substantial body of research highlights the value of nature experience in supporting children’s well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner program measurement. The combination of interest in C2N and the potential for measuring the human relationship with nature provide the background for this exploratory study. The study’s goal was to highlight the appropriate use of C2N scales based on considerations of context and culture. Three different, albeit related, efforts to translate, adapt, and use C2N measurements with children in a Danish-Swedish context during 2021–2022 were examined using case study methodology. Synthesis of the case studies provides general lessons and specific insights researchers and practitioners have learned regarding scale development and the application of measurement tools for children. Process functionality, child well-being, and conceptual appropriateness are three outcomes of the analysis that guide using child-oriented C2N scales in a Nordic context. The results highlight promoting discussions about nature and children’s access to nature while guiding scale use. Based on the results, a checklist was created supporting a decision-making process for scale use.
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| 7. |
- Beery, Thomas, et al.
(author)
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Use of the Biophilia Interview to measure connectedness to nature in young children : A tool for nature kindergartens
- 2023
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Conference paper (pop. science, debate, etc.)abstract
- This research aimed to explore the use of the Biophilia Interview (BI), a connectedness to nature measurement, in a Nordic early childhood educational context (ECE). Extensive previous research has explored the use of measures of nature connectedness with children and has inspired this work in a Nordic setting (Beery et al., 2024; Beery & Fridberg, 2022; Beery & Jørgensen, 2018). Numerous theories, such as biophilia, inclusion, and relatedness (Mayer & Frantz, 2004; Nisbet et al., 2009; Schultz, 2002; Wilson, 1984), express the concept of nature connectedness. These theories reference a state of perceiving oneself as a part of nature and highlight the affective, cognitive, and physicalbenefits of nature experience. Further, these theories indicate a pathway toward pro-environmental behavior (Chawla, 2021). Guided by a pragmatic paradigm, the BI scale with children in an ECE context was coupled with practitioner interviews using an embedded mixed-method design (Creswell & Clark, 2007). Ethical Considerationsinclude awareness of child wellbeing in the BI process and parental consent. GDPR guidelines for the ethical conduct of research were followed. The scale results indicated that the children had high biophilia scores. Moreover, the measurement experience engages children in rich conversation, with the potential for qualitative results. The results are compared with other scale outcomes, and a broader question of when, why, and how connectedness to nature measures should be used with young children is presented. This discussion opens the door for carefully considering applications in the nature kindergarten context and opportunities provided by the unique setting.
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| 8. |
- Cronquist, Björn, 1956-, et al.
(author)
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Robotar utvecklar lärandet
- 2018
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In: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Journal article (pop. science, debate, etc.)
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| 9. |
- Cronquist, Björn, et al.
(author)
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Robotar utvecklar lärandet
- 2018
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In: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Journal article (other academic/artistic)
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| 10. |
- Cronquist, Björn, 1956-, et al.
(author)
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Robotics and early-years stem education : botSTEM framework, toolkit, and implemented activities in Sweden
- 2019
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Conference paper (peer-reviewed)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project in terms of a collection of good educational practices summarized in a freely downloadable Toolkit and results from a qualitative analysis of implemented activities during science teaching in Swedish preschools are presented here. The preliminary analysis of the implementations indicate that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.
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