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  • 1. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Attitudes to Climate Change Solutions among Students in Economics, Political Science and Law2015Conference paper (Refereed)
  • 2. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Attitudes to Climate Change Solutions among University Students2015Conference paper (Other academic)
  • 3. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Högre utbildning och miljöattityder2017In: Larmar och gör sig till: SOM-undersökningen 2016 / [ed] Ulrika Andersson, Jonas Ohlsson, Henrik Oscarsson, Maria Oskarson, Göteborg: SOM-institutet , 2017, p. 505-514Chapter in book (Other academic)
    Abstract [sv]

    Det här kapitlet studerar sambandet mellan högre utbildning och miljöattityder. I den vetenskapliga litteraturen har det ofta hävdats att högre utbildning leder till förändringar i människors förmågor och värderingar, vilket i sin tur påverkar deras miljöattityder. Vi undersöker detta genom att studera förändring över tid i den allmänna miljöopinionen i Sverige, med särskilt fokus på skillnader i miljöattityder mellan grupper med respektive utan högre utbildning. Detta görs med utgångspunkt i de nationella SOM-undersökningar 1987–2016. Därefter studerar vi mer specifikt om högre utbildning är associerat med ett mer uttalat intresse för miljöfrågan, oro för miljöförstöringen och åsikter om olika miljöpolitiska förslag. Dessa analyser baseras på 2016 års SOM-undersökning. Resultaten visar att en högre utbildningsnivå vanligen leder till ett större miljöintresse och ökad oro för miljön. Utbildningsnivån tycks också spela roll för inställning till vissa miljöpolitiska förslag. Avslutningsvis diskuterar vi implikationerna av dessa resultat och ger förslag till fortsatt forskning.

  • 4. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability2017In: Handbook of Theory and Practice of Sustainable Development in Higher Education: Volume 1 / [ed] Walter Leal Filho, Luciana Brandli, Paula Castro, Julie Newman, Springer, 2017, p. 159-170Chapter in book (Refereed)
    Abstract [en]

    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.

  • 5.
    Lundholm, Cecilia
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Harring, Niklas
    Trust in government? Investigating trust and value orientations for environmental policy support2017In: The EARLI 2017 Book of Abstracts, 2017Conference paper (Other academic)
    Abstract [en]

    In this study we investigate how trust in the state and value orientations among Swedish students (N = 1 923) are related to their attitudes to different environmental policy instruments. A questionnaire with items measuring i) altruistic, biospheric and egoistic value orientation, ii) trust in the state, and iii) attitudes to environmental taxes, regulations and subsidies was answered by the students in the very beginning of their education. Statistical analyses revealed that biospheric value orientation was the strongest predictor of positive attitudes to all environmental policy instruments, but also, which we believe is important to highlight, that trust in the state is a moderating the effect of biospheric value orientation on the level of support for environmental policy instruments. These findings underline that addressing societal trust may be an important aspect of environmental education.

  • 6.
    Torbjörnsson, Tomas
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Molin, Lena
    In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future2015In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 24, no 4, p. 338-354Article in journal (Refereed)
    Abstract [en]

    The present article presents results obtained from a survey focusing on attitudes to solidarity among upper secondary school students. A relation between positive attitudes to solidarity and future-orientation was evident. The survey results were reinforced by a second study, exploring how students in the Swedish upper secondary school perceived the value solidarity, and whether the future-dimension was reflected in teaching. Twenty-two third-year students attending theoretical and vocational programmes at five upper secondary schools were interviewed. After coding and transcribing, a thematic analysis was performed, categorizing the interview responses into sub-themes, representing different aspects of solidarity and future-orientation. The analysis revealed that these students were not acquainted with solidarity as a concept. In the cases solidarity had been brought up at all in class, the students primarily contemplated it in a historical context. Notwithstanding, several students expressed a definite ambition and readiness to act in a solidary manner in order to contribute to improved social and ecological justice, also in relation to future generations. The interviews furthermore disclosed that teaching rarely had included the future-dimension; the students considered the future to be an individual rather than a shared challenge. In terms of resolving future challenges, such as the climate threat, their confidence in natural scientists and technologists was high, but few students conveyed trust in politicians, or believed that school, teachers, and students would take on an active role. Conclusively, activating the future-dimension in the Education for Sustainable Development (ESD) might be a means to ameliorate the preconditions for youths’ environmental moral learning.

  • 7.
    Torbjörnsson, Tomas
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Wee, Bryan
    Oldebring, Linda
    Exploring children’s perceptions of the environment2015Conference paper (Other academic)
    Abstract [en]

    The language children use when they talk about the environment opens a window into the societal norms and values that affect human – environmental relationship. To adapt environmental education to a specific cultural context thus requires knowledge about how the environment is defined within that context. This study investigates children´s perceptions 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. In an educational context the objective of the study is to examine the different discourse(s) that emerges in children`s drawings, texts and talks about the environment.  Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment through their discourse about the environment? The research questions are focusing how the children visualize the present and the future environment in drawings and how they explain their drawings. 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 35 children in year 6 drawn from a school in Stockholm. 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 environmental education are discussed.

  • 8.
    Torbjörnsson, Tomas
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Wee, Bryan
    Oldebring, Linda
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Exploring children´s sense of place and promoting equity in geography education2015In: NoFa5 Book Of Abstracts, 2015, p. 37-37Conference paper (Other academic)
    Abstract [en]

    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.

  • 9. Wiklund, Jan
    et al.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Geografi. 4-6, Grundbok2015Book (Other (popular science, discussion, etc.))
  • 10. Wiklund, Jan
    et al.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Geografi 4-6, Lärarbok2015Book (Other (popular science, discussion, etc.))
1 - 10 of 10
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