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  • 1.
    Ignell, Caroline
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education2017Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III.

    Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact.

    Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences.

    Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

    Fulltekst (pdf)
    fulltext
  • 2.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    A longitudinal approach to investigate upper secondary school students´value orientations and attitudes of pro-environmental actions2015Konferansepaper (Fagfellevurdert)
  • 3.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students' values and beliefs concerning pro-environmental actions2017Inngår i: NoFa6: Abstracts, Odense: Institut for Kulturvidenskaber, Syddansk Universitet , 2017, s. 283-285Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research suggests adolescence is a critical period in terms of value formations and that there is a need for empirical studies examining values of youth in diverse educational settings as well as changes across one school year (Bogt, et al. 2001; Hofmann-Towfigh, 2007; Krishnan, 2008). Furthermore, environmental education research concludes on the lack of insights on students´ ideas of public and governmental environmental actions, compared to actions taken in the private sphere (Chawla and Cushing, 2007; Lundholm and Plummer, 2010; Levy and Zint, 2013;). This study explored changes of Swedish students’ values and beliefs in the efficacy of public and private actions, to solve climate change, over a year in business and economics education. Data comprises survey evidence of change of secondary students’ altruistic, biospheric and egoistic value positions (de Groot and Steg, 2007; 2008) and beliefs in climate change solutions. A survey was administered twice; first to 212 students aged 16/17 and then, a year later, to students in the final year of school (aged 17/18). Students followed courses in business economics and international economics in line with the national curriculum and additionally courses in civics, science and geography. 142 students participated both times and data were analysed to identify changes and relations between environmental values and beliefs. Results show a statistically significant increase in the importance of all three values. Exploring changes in relations between values and solutions show two significant findings at first measurement; both altruistic and biospheric values correlate to policy and pricing components. In the second measurement, biospheric and egoistic values related to new solutions; governmental along with private initiatives and transport policy. Finally, the study shows that after one year of education there are significant relationships between biospheric respectively egoistic value orientations and different solutions, and an increase in variation of belief-specifics.

  • 4.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    A longitudinal study of upper secondary school students´ values and beliefs concerning pro-environmental actions2015Konferansepaper (Annet vitenskapelig)
  • 5.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change2019Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 5, s. 615-632Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.

  • 6.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Economic students’ beliefs of scientific knowledge and norms for action regarding climate change2019Inngår i: NOFA7 Abstracts, Stockholm University, 2019, s. 98-98Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study focuses on epistemic beliefs in relation to actions to mitigate climate change, and we investigate students’ beliefs and their support for societal actions and personal norms that direct individuals’ pro-environmental behaviour. Students’ conceptions of science - epistemic beliefs - concerns the way they regard scientific knowledge as fixed and certain, or evolving and uncertain. The study used a pen and pencil measurement distributed to the same students at two occasions, the first year’s (T1) measurement included 212 students in business and economics education, aged 17, and this was repeated a year later, in their final year. Changes are analysed through paired sample t-test, and partial correlation analyses were used to explore relations. Results show a weak and positive relation between the belief in certainty of knowledge and a norm of supporting taxes for solving climate change. At T2, a weak and negative relation was shown between recognising ‘science as having one clear-cut answer’ and ascribing solutions to climate change to both business and government. The results could suggest that a view of science as certain can influence the willingness to pay and contribute to solutions, and not ascribing government a responsibility. This however seems contradictory, as government are the initiators of policies such as CO2 taxes. Further research is needed to explain how epistemic beliefs can impact on norms for actions.

  • 7.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Students' personal epistemological beliefs and climate change solutions2018Inngår i: Programme and Book of Abstracts, 2018, s. 53-53Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This quantitative study explores changes in relations between students’ epistemological be-liefs regarding certainty of knowledge and global warming scepticism. It also explores whether different dimensions of knowledge certainty predict students’ understandings of large-scale solutions to climate change as in education/information, market prices or tax and legislation. The study is longitudinal and a paper and pen questionnaire was distributed to business and economics students at two occasions. The first year’s measurement included 212 participants, aged 17 years. Measurement was repeated a year later when students were in their final year of education. Factor analysis and linear regression analyses were used to generate underlying dimensions of beliefs and to predict relations between epistemological beliefs and conceptions of solutions to climate change. Changes are analysed through paired sample t-test. Results show, firstly, that almost all students acknowledged climate change and the study found no significant change over time at group level. Furthermore, preliminary results generated a three-factor solution regarding epistemological beliefs of knowledge certainty; science has clear-cut answers, science can be revised, and science is universal truth. Two solutions to climate change were significantly predicted by an absolute belief ‘science has clear-cut answers’: at first measurement is was education/information and at the second time, it was market prices. The epistemological dimension of ‘science can be revised’ predicted a belief that taxes are efficient solutions.

  • 8.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Students' personal epistemological beliefs and climate change solutions2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Contemporary challenges demand deeper thinking from students and the public, including those challenges associated with food, energy, and water (FEW) security. For example, society’s increasing demand for energy contributes to human-induced climate change (IPCC 2015). Phenomena specifically related to FEW security are particularly relevant for investigating how epistemic cognition factors into learning, and the purpose of this symposium is to feature recent educational research studies examining learners’ epistemic cognition—including beliefs, attitudes, emotions, judgments, and behaviors—related to FEW phenomena. The research featured in this symposium will suggest preliminary implications for epistemic cognition learning and teaching to strengthen students’ and the public’s epistemic cognition and capacity to deal with current and future FEW challenges.

  • 9.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Students’ understandings of pricing goods and services that generate negative environmental effects2011Konferansepaper (Fagfellevurdert)
  • 10.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam). Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Stockholms universitet, Stockholm Resilience Centre.
    Students´ understandings of pricing goods and services with negative environmental effect2011Konferansepaper (Fagfellevurdert)
  • 11.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Uppsala University, Sweden.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam). Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Swedish Upper Secondary School Students' Conceptions of Negative Environmental Impact and Pricing2013Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 5, nr 3, s. 982-996Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores relationships between upper secondary school students. understanding of prices and environmental impacts. The study uses responses from 110 students to problems in which they were asked to explain differences in prices and also to express and justify opinions on what should be the difference in prices. Very few students expressed an environmental dimension in their understanding of price. A few students suggested that environmental impact influenced price by raising demand for Environmentally friendly products. A few students suggested that, environmentally friendly products. had higher prices because they were more costly to produce. We found no examples of students combining both lines of explanation. However, nearly half of the students believed that prices should reflect environmental effects, and this reasoning was divided between cases where the point was justified by a broad environmental motivation and cases where the point was justified in relation to incentives-to get consumers to act in a more environmentally friendly way.

  • 12.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Uppsala University, Sweden.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Swedish upper secondary school students´ conceptual formation of environmental costs and pricing2015Inngår i: Book of Abstracts EARLI 2015, 2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper investigates changes in upper secondary students´ conceptions of relationships between prices charged to consumers and the environmental implications of production, distribution and consumption of goods and services. The research identifies the fragmentary nature of students´ every-day reasoning in relation to productivity, consumers´ preferences and externalities, here defined as harmful side effects. It also identifies characteristics of partial conceptions, which we interpret as showing students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts.

  • 13.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development2017Inngår i: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 16, nr 1, s. 68-80Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: To explore changes in upper secondary students´ conceptions of environmental issues in how prices are determined and how they should be determined. Design:The study uses an ’alternative frameworks’ conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools. Findings: Identifies the fragmentary nature of students´ every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts. Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions thatdevelopment in understanding may take. The study should help teachers to design effective strategies to support students’ learning.

    Fulltekst (pdf)
    fulltext
  • 14.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Exploring students’ conceptions of solutions to environmental problems: Cases from upper secondary Swedish schools2010Konferansepaper (Fagfellevurdert)
1 - 14 of 14
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