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  • 51.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att forska och lära om miljö.: En intentionell analys av forskarstuderandes miljöforskning och tolkning av begreppet ’miljö’2001Ingår i: Nordisk förening för Pedagogisk forskning: Kongress 15-18 mars, Stockholm, 2001Konferensbidrag (Refereegranskat)
  • 52.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att lära om miljö: Forskar- och högskolestuderandes tolkningar av ett miljöinnehåll i utbildningen2003Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis focuses on students’ perspectives on environmental education and is based on three case studies. The aim is to explore and describe the students’ interpretations of, and learning about, ecology and environmental issues. The students’ learning processes are analysed from an intentional perspective, i.e. a perspective which takes into account the students’ educational aims defined as projects.

    In the first case study interviews were carried out with six first-year civil engineering students following a compulsory course in Ecology. In the second case study the dialogue between a group of four biology students was tape-recorded while they were working on a task on environmental reports. The third case study was based on interviews with six postgraduate students regarding their interpretations of environmental research and the task of writing a thesis.

    In all the three cases the students interpret a cultural context concerning values. The three case studies show the way values and emotions become an aspect of the learning process and reveal the students’ difficulties in differentiating between values and descriptions of phenomena. This is analysed and explained in relation to the students’ various projects that come into conflict in the educational setting. The differences among the three groups of students can be explained as a difference in the students’ ability to identify various kinds of projects, and the students’ possibilities of choosing between the projects.

  • 53.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Book review: Participation and learning: perspectives on education and the environment, health and sustainability by Reid Alan and  Jensen Bjarne  Bruun, Nikel Jutta (2008).  Dortrecht: Springer; 275 pages. $169.00. ISBN 9781402064159.2009Ingår i: Children, Youth and the Environment, ISSN 1546-2250, Vol. 19, nr 1Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 54.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Case studies: exploring students’ meaning and elaborating learning theories.2004Ingår i: Environmental Education Research, Vol. 10, nr 1, s. 115-124Artikel i tidskrift (Refereegranskat)
  • 55.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Conceptual change and the complexity of learning2018Ingår i: Converging perspectives on conceptual change: mapping an emerging paradigm in the learning sciences / [ed] Tamer G. Amin, Olivia Levrini, London: Routledge, 2018, s. 34-42Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter focuses on the conceptual change process in terms of coming to a scientific understanding which means actively creating relationships between a meta level, conceptual and empirical level, of a discipline. It especially addresses conceptual change in the social sciences and provides empirical examples from research in this area. The chapter also addresses affective aspects of conceptual change, and concludes that further research is needed which also brings into focus epistemological dimensions.

  • 56.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Conceptual change and values: An intentional approach to understanding students’ learning in economics.2008Ingår i: Annual Meeting of the American Educational Research Association, Division on Learning and Instruction: Cognitive, Social, and Motivational Processes, New York., 2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    The paper presents findings from a research project on conceptual change and the affective domain, an increasing area of research interest. The study presented comprised interviews conducted with master students who studied economics, having a degree in biology. The results show that students’ prior knowledge, values, professional aims and conceptions of society cause difficulties in understanding economical concepts. From an educational point of view the key points in the paper are that students’ learning difficulties can be as much due to issues of values and the social and cultural setting, as to cognition. The paper gives an account of these aspects explicitly, however, from a teaching perspective these are often hidden and unknown.

  • 57.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Contextualisation and learning in economics: An intentional perspective on the role of values.2008Ingår i: Symposia Exploring “Hot” Conceptual Change: Affect, Emotions, Values, Self-Efficacy and Epistemic Beliefs.: 6th international conference on Conceptual Change, European Association for Research in Learning and Instruction, Turku, Finland., 2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports research findings from a project focussing the way values influence learning and conceptual change in the social science subject of economics. Interviews were conducted, focussing students’ experiences of learning in economics, with 11 (all) students who were in their first week of a masters course on ‘Sustainable enterprising’, at Stockholm University. The 11 students were chosen due to their various educational backgrounds in biology and economics: two students had degrees in economics, and among the remaining 9 students, 5 had a degree in biology followed by courses in economics. The results of the analysis draw on inferences made from an intentional perspective, that is, a perspective that takes into account the students’ aims defined as ‘projects’. First, the results show that economics concepts and theories were interpreted in a societal context as values in monetary terms were viewed in line with a dominant discourse in society, to which the students opposed. Secondly, when elaborating on what (natural objects and processes) in an economical context, the concepts price and pricing became challenging in relation to the consequences: not capturing important features necessary for environmental maintenance. In relation to previous studies of learning in economics (e.g. Pang & Marton, 2005) this is of particular interest, as the ‘what’ in pricing has not been acknowledged. Importantly, these students succeeded in learning, which can be explained by their professional aims, their ‘project’. The paper finalises by discussing findings in relation to the “warming trend” (Sinatra, 2005) in conceptual change research.

  • 58.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Discourse, cause and change: A study on economics students’ conceptions of child labour2008Ingår i: Values and Democracy in Education for Sustainable development: Contributions from Swedish Research / [ed] Johan Östman, Malmö: Liber, 2008Kapitel i bok, del av antologi (Refereegranskat)
  • 59.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Ecological knowledge and sustainable resource management2014Ingår i: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, s. 129-138Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This paper summarises findings from a research project funded by the Swedish Research Council entitled Ecological knowledge and sustainable resource management conducted 2008-2013. The following questions were investigated:

    i) What kind of ecological knowledge is developed by professional fishers, and how? What is the outcome of co-managed fisheries and stakeholder dialogues, and, how do dialogues and participation effect outcomes? ii) How are differing views negotiated in co-management settings where different interests are represented? iii) Is shared understanding created, and if so, how?

    The findings have been presented in detail in the following papers; Garavito-Bermúdez, Lundholm and Crona (2014) (question one), Stöhr, Lundholm, Crona and Chabay (2014) (question two), and Lundholm and Stöhr (2014) (question three).

    The results and foci of this project contributes in various ways to research on (ecological) knowledge, participation and natural resource management from a cognitive and educational perspective: i) it demonstrates the understanding of complex ecosystems among fishers, developed through multiple sources (previous generations, neighbours, scientific reports), and experience (learning-by-doing in the context of fisheries); ii) it supports earlier research on the importance of stakeholder dialogues between various groups to ensure a better understanding of the eco system and thus provides a stronger basis for decision-making and compliance, and, iii) it concludes on the importance of shared understanding in the context of resource management, yet acknowledges the challenges this entails.

    These findings are of relevance to policy and practice of natural resource management and fisheries in particular. With regard to theoretical advances, the project’s contribution lies in the development of analytical frameworks for analysing fishers’ systemic understanding as well as analysing and comparing co-management projects. Finally, by widening the cognitive perspective in the analysis of shared understanding and acknowledging economical, emotional and social components in the learning contexts, the study contributes to recent discussions on how to research shared understanding from various theoretical perspectives (see Akkerman, 2007, p. 56).

  • 60.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Exploring students’ learning in environmental education.: An intentional perspective on the influence of affect and students’ values2004Ingår i: Annual Meeting of the American Education Research Association, San Diego, USA., 2004Konferensbidrag (Refereegranskat)
  • 61.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Exploring students’ learning in environmental education.: An intentional perspective on the influence of students’ values in knowledge development2004Ingår i: 4th international symposia on Conceptual change.: European Association for Research on Learning and Instruction, Delphi, Greece., 2004Konferensbidrag (Refereegranskat)
  • 62.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Stockholms universitet, Stockholm Resilience Centre.
    Governing for resilience in democracies: on the role of citizens’ socio-economic knowledge and values of nature2011Konferensbidrag (Refereegranskat)
  • 63.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Is Learning a Way to Change for a Sustainable World?: Report from an International Consultation on Learning for Sustainable Development.2004Ingår i: Canadian Journal of Environmental Education, Vol. 9, s. 191-195Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 64.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Klimatet som utmaning: Studenters lösningar på klimatproblem iämnena ekonomi, statsvetenskap och juridik2018Ingår i: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, s. 80-83Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Vad påverkar miljövänliga handlingar – är det kunskap eller värdeorientering? I det här projektet har vi studerat vilken inverkan kunskap i ekonomi, juridik och statsvetenskap har på studenters syn på politiska förslag i form av exempelvis miljöskatter. Våra resultat visar att samhällsvetenskaplig kunskap har betydelse för studenternas benägenhet att stödja miljöpolicys. Undervisning som lyfter fram hur privata intressen står mot kollektiva fungerar väl när det gäller att illustrera vilken problematik klimatförändringar utgör och vilka lösningar som är aktuella.

  • 65.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning about Environmental Issues in Engineering Programmes: A case study of first-year civil engineering students’ contextualisations of an ecology course2004Ingår i: International Journal of Sustainability in Higher Education, Vol. 5, nr 3, s. 295-307Artikel i tidskrift (Refereegranskat)
  • 66.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning about Environmental Issues in Engineering Programmes.: A case study of first-year civil engineering students’ contextualisations of an ecology course2002Ingår i: 1st Conference on Engineering Education in Sustainable Development. Delft, Holland, 2002Konferensbidrag (Refereegranskat)
  • 67.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning about environmental issues: Undergraduate and postgraduate students’ interpretations of environmental content2004Ingår i: Learning to change our world?: Swedish research on education & sustainable development., 2004Kapitel i bok, del av antologi (Refereegranskat)
  • 68.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning about environmental issues: Undergraduate and postgraduate students’ interpretations of environmental content2005Ingår i: International Journal of Sustainability in Higher Education, Vol. 6, nr 3, s. 242-253Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 69.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning about environmental issues.: Undergraduate and postgraduate students’ interpretations of environmental content2004Ingår i: 2nd conference on Engineering Education in Sustainable Development, Barcelona, Spain., 2004Konferensbidrag (Refereegranskat)
  • 70.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lärande om miljö i högre utbildning: Studier av forskar- och högskolestuderandes inlärningsprojekt om miljö vid en teknisk högskola2001Licentiatavhandling, monografi (Övrigt vetenskapligt)
  • 71.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Lärandets rationalitet och komplexitet2010Ingår i: Begreppsbildning i ett intentionellt perspektiv / [ed] Lundholm, Petersson & Wistedt, Stockholm: Stockholms Universitets förlag , 2010, s. 13-21Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 72.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Miljöundervisning som aktualisering av en mångfald perspektiv1999Ingår i: Konferensen Miljöutbildningarnas pedagogik: 22-23 april 1999, Malmö högskola, 1999Konferensbidrag (Övrigt vetenskapligt)
  • 73.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Miljöundervisning som aktualisering av en mångfald perspektiv: En intentionell analys av studenters tolkningar av en miljöuppgift i fysik1998Rapport (Övrigt vetenskapligt)
  • 74.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Pricing nature at what price?: A study on undergraduate students’ conceptions of economics.2007Ingår i: Southern African Journal of Environmental Education, ISSN 1810-0333, Vol. 24, s. 126-140Artikel i tidskrift (Övrigt vetenskapligt)
  • 75.
    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.
    Society’s response to environmental challenges: citizenship and the role of knowledge2011Ingår i: In Factis Pax, Vol. 5, nr 1, s. 80-96Artikel i tidskrift (Refereegranskat)
  • 76.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Society’s response to environmental challenges: on the interdependence of actors and the role of citizens' socio-economic knowledge2010Ingår i: Engineering Education in Sustainable Development, Gothenburg, Sweden, September 19-22, 2010, 2010Konferensbidrag (Refereegranskat)
  • 77.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The Challenges Facing Learners in EE and ESD2006Rapport (Övrigt vetenskapligt)
  • 78.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Vill företagen ha kompetens inom hållbar utveckling?2004Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 79.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Davies, Peter
    Conceptual Change in the Social Sciences2013Ingår i: International Handbook of Research on Conceptual Change / [ed] Stella Vosniadou, London: Routledge, 2013, 2, s. 288-304Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The research evidence base for conceptual change in social science is thin compared to the evidence base in science and mathematics education. Murphy and Alexander (2008, p. 597) suggest that this is because it is “easier to identify misconceptions of or naïve theories in biology or physics, in comparison to history or reading where ‘correct’ or ‘scientifically-valid’ positions are elusive.” We accept this explanation and the implication that contesting theories within a discipline increase the difficulties in making judgments between “better” and “worse” conceptions. Disagreements over theory within a discipline draw attention to alternative value positions, and relationships between conceptual structure, values, and identity play an important role in our understanding of conceptual change in social science. To make our task manageable we restrict our attention to conceptual change in economics and environmental studies. Of course, the ideas and evidence discussed in this chapter may apply weakly, if at all, to other disciplines in social science.

  • 80.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Övriga enheter, Stockholm Resilience Centre.
    Halldén, Ola
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att prissätta naturen, till vilket pris?: Begreppsförändring och studenters värderingar2007Rapport (Övrigt vetenskapligt)
  • 81.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hopwood, Nick
    Rickinson, Mark
    Developing lenses for understanding environmental learning.2008Ingår i: Annual Meeting of the American Educational Research Association, Ecological and Environmental Education SIG, New York., 2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    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.

  • 82.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam). Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Hopwood, Nick
    Rickinson, Mark
    Environmental learning: Insights from research into the student experience2013Ingår i: International Handbook of Research on Environmental Education / [ed] Brody, Dillon, Stevenson & Wals, New York: Routledge, 2013, 1, s. 243-252Kapitel i bok, del av antologi (Refereegranskat)
  • 83.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Petersson, GunillaStockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.Wistedt, IngerStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Begreppsbildning i ett intentionellt perspektiv2010Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 84.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Plummer, Ryan
    Stockholms universitet, Stockholm Resilience Centre.
    Resilience and learning: a conspectus for environmental education2010Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, nr 5-6, s. 475-491Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There has been an increasing interest in how environmental education contributes to sustainability dating from the 1977 UNESCO conference in Tbilisi to the current Decade of Education for Sustainable Development, which in 2009, reached mid term. There is also a growing interest and concern in the complexity, uncertainty and changing nature of social-ecological systems and how sustainability is understood. Learning and resilience figure dominantly in both these trends. This contribution to the collection provides a conceptual overview of environmental learning, resilience in ecology and resilience in human development. The manners in which these conceptual areas are beginning to coalesce are discussed and their intersection in environmental education is illustrated in the context of formal schooling, organisations and society. Key research questions for environmental education emerge about its critical role in enhancing adaptive capacity and contributing to the resilience of social-ecological systems.

  • 85.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rickinson, Mark
    Exploring students’ learning in Environmental Education.2005Ingår i: European Association for Research on Learning and Instruction, Nicosia, Cyprus., 2005Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper explores students’ learning and learning experiences in environmental education (EE). Recent reviews in the field of environmental education research have made clear that insufficient attention has been paid to question of learning. In particular, there have been very few empirical investigations into the process (as opposed to the outcomes) of students’ learning experiences. There has also been a failure by environmental education researchers to engage with learning theory.

    In the light of this situation, this paper will report findings from two studies that focused specifically on learners’ experiences of and responses to environmental curricula. The purpose of the paper will be to highlight the complexity of the learning experience within EE and to draw attention to the need for improved research-based understandings of learning processes.

    The studies that inform this paper were undertaken independently but drew on similar theoretical perspectives and methodological approaches. The first focused on students’ responses to environmental geography lessons within three English secondary schools. The other looked at Swedish university students’ learning about environmental issues as part of undergraduate programmes.

    Drawing on data, the paper will:

    - present detailed empirical illustrations of learning challenges experienced by school and university students during environmental education courses

    - reflect upon the possibilities and limitations of what we call ‘an intentional approach’ for researching students’ learning in environmental education

    Against the backdrop of wider research on students’ learning in other subjects and contexts, the paper will consider the influence of the values-rich and contested nature of environmental subject matter.

    We see this paper as a contribution to the development of environmental education as a research-informed practice, and the strengthening of research and theory relating to students’ learning in these contexts.

  • 86.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rickinson, Mark
    I didn’t really feel sorry for the trees, it was just something to write: Exploring students’ learning in environmental education2006Ingår i: Annual Meeting of the American Education Research Association, San Francisco, USA., 2006Konferensbidrag (Refereegranskat)
  • 87.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Stöhr, Christian
    Stakeholder dialogues and shared understanding: the case of co-managing fisheries in Sweden2014Ingår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 6, nr 7, s. 4525-4536Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is growing interest in communication, participation and learning in multiple fields, such as governance and policy research, natural resource management research and educational research. This paper reports a study on stakeholder dialogues and shared understanding in the context of co-managed fisheries aiming at participation and learning to increase aspects of efficiency, legitimacy and accuracy. The research investigates differing views held by participants on resource decline and how these could be affected through stakeholder dialogues. The results show that diverging views remained after four years of meetings and dialogues, but also that shared understanding in relation to certain topics developed. Participants highlighted that shared understanding was important for the feasibility of co-management, while also addressing issues of invisibility of the resource (fish living under water), uncertainty due to the complexity of the eco systems, and the epistemological difficulties of bringing scientific results into decision-making, which makes shared understanding in this case challenging and even impossible at times.

  • 88.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Stöhr, Christian
    Crona, Beatrice
    Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Participation, dialogue and learning: sustainable fisheries and the case of co-management2013Ingår i: EARLI 2013: Book of Abstracts, 2013, s. 114-114Konferensbidrag (Refereegranskat)
    Abstract [en]

    More inclusive forms of governance are increasingly advocated that allow for stakeholder participation and joint capacity building. Platforms for dialogue and the exchange of knowledge are seen as one tool to integrate different knowledge systems such as science and local knowledge. In this study, we examine a Swedish Co-management Initiative of fisheries using an integrated version of Plummer and Fitzgibbon’s ‘Adaptive Co-Management’ (2004) and Senecah’s ‘Trinity of Voice’ (2004) frameworks in analysing the participation process, communication, and learning outcomes. The results show that participating actors were successful in developing trust and enhancing learning, starting with a conflict situation and diverging interests. Attention to ‘access’ and ‘standing’ as part of participation, and skilled facilitation, were key issues in achieving these results. The article provides insights with regard to the use of established frameworks, here applied to an empirical case, enhance our understanding of learning in conflicted contexts, and helps practitioners in designing and institutionalizing learning processes and platforms in other contexts.

  • 89.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Stöhr, Christian
    Crona, Beatrice
    Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Participation, learning and sustainable fisheries: the case of co-management at lake Vättern, Sweden2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we apply multiple perspectives in order to investigate a co- management initiative of fisheries in Sweden, using the frameworks of Adaptive Co-Management and the Trinity of Voice along with a cognitive and social perspective. The analysis and evaluation of participation in environmental governance, here fisheries, focuses on the context, pre-conditions and outcomes, as well as the participatory and communicative process of the initiative, identifying critical factors supporting and hindering the success of the exercise in relation to expected outcomes. We conclude that the project generated positive outcomes and discuss the supporting factors of this result. The discussion also focuses on the need to bring a cognitive and social perspective in to the analysis as it explains the pre-conditions - in terms of the differing ways that participants view and understand ecological problems and changes - and that these views are crucial aspects of the communicative process and need to be addressed and attended to.

  • 90.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Torbjörnsson, Tomas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Harring, Niklas
    Trust in government? Investigating trust and value orientations for environmental policy support2017Ingår i: EARLI 2017 Book of Abstracts, 2017Konferensbidrag (Refereegranskat)
    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.

  • 91. Rickinson, M.
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Stockholm Resilience Centre. Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hopwood, N.
    Environmental Learning: Insights from research into the student experience.2009Bok (Övrigt vetenskapligt)
  • 92.
    Rickinson, Mark
    et al.
    Dep of Education, Oxford University.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Exploring student learning and challenges in formal environmental education2010Ingår i: Environmental Education: Learning, culture and agency / [ed] B. Stevenson & J. Dillon, Rotterdam: Sense Publishers , 2010, s. 13-29Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 93.
    Schultz, Lisen
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Systemekologiska institutionen.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning for resilience?: Exploring learning opportunities in Biosphere Reserves2010Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, nr 5-6, s. 645-663Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

     

    The interdependence of society and nature, the inherent complexity of social-ecological systems, and the global deterioration of ecosystem services provide the rationale for a growing body of literature focusing on social-ecological resilience - the capacity to cope with, adapt to and shape change - for sustainable development. Processes of learning-by-doing and multiple-loop social learning across knowledge systems and different levels of decision-making are envisioned to strengthen this capacity, combined in the concept of adaptive governance. This study explores how learning for resilience is stimulated in practice; investigating learning opportunities provided in UNESCO-designated biosphere reserves (BRs). A global survey (N = 148) and qualitative interviews with key informants of selected BRs (N = 10) reveal that a subset (79) of the BRs serve as 'potential learning sites' and: (1) provide platforms for mutual and collective learning through face-to-face interactions; (2) coordinate and support the generation of new social-ecological knowledge through research, monitoring and experimentation; and (3) frame information and education to local stewards, resource-based businesses, policy-makers, disadvantaged groups, students and the public. We identify three BRs that seem to combine, in practice, the theoretically parallel research areas of environmental education and adaptive governance. We conclude that BRs have the potential to provide insights on the practical dimension of nurturing learning for social-ecological resilience. However, for their full potential as learning sites for sustainability to be realized, both capacity and incentives for evaluation and communication of lessons learned need to be strengthened.

  • 94.
    Sternäng, Li
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    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.
    Climate change and costs: investigating students' reasoning on nature and economic development2012Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 18, nr 3, s. 417-436Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The tensions between environmental protection and economic growth are critical to future well-being, and it is therefore important to understand how young people conceptualize these tensions. The aim of the present study is to explore students’ solutions to the dilemma of economic development and mitigating climate change, with regard to societal responses to the challenge of climate change. The study was conducted in China’s Green Schools. Green School is an international long-term programme with the aim of increasing students’ knowledge of environmental issues, and transferring this knowledge into positive actions to affect the wider community. The data were obtained through semi-structured pre- and post-interviews with 15–16-year-old students in three groups (12 students) from Green Schools in the Beijing area. The results show that students’ discussions focused exclusively on economic growth and social welfare. Students seem to believe that environmental problems are inevitable, nature is a ‘box’ of resources, and economic development is necessary in order to sustain and even improve nature. Therefore, there is no dilemma between economic development and environmental protection. The paper ends with a discussion on research and implications for teaching climate change.

  • 95.
    Sternäng, Li
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Climate change and morality: Students' perspectives on the individual and society2011Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, nr 8, s. 1131-1148Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a growing interest in addressing moral aspects in the research and education of socioscientificissues. This paper investigates students’ interpretations of climate change from a moralperspective. The students were 14 years old, studying at Green Schools in the Beijing area, China.The study was based on semi-structured group interviews and the data were analysed from anintentional perspective, which means that both cognitive and situational aspects were taken intoconsideration in the analysis. Previous research has revealed a close relation between morality andsocio-scientific issues and also advocated the need for addressing ethical aspects in science education.However, empirical studies exploring the question of what students’ moral reasoning mightlook like at the individual level have not yet generated enough attention. In this study this is thecore focus of interest. The findings show that the students conceptualise the solutions to mitigatingclimate change in relation to two different stances. That is, they contextualise the problemsand solutions by addressing the individual, where the individual is either ‘myself’ or ‘someoneelse’. The different notions of the individual become crucial as the students’ views and considerationsfor the environment, as well as society, change according to the different contexts. From amoral point of view, the students seem quite unaware of their varying consideration for others, theenvironment and society. The paper ends with a discussion of implications for practice andresearch.

  • 96. Stöhr, Christian
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam). Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Crona, Beatrice
    Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Chabay, Ilan
    Stakeholder participation and sustainable fisheries: an integrative framework for assessing adaptive comanagement processes2014Ingår i: Ecology & society, ISSN 1708-3087, E-ISSN 1708-3087, Vol. 19, nr 3, s. 14-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Adaptive comanagement (ACM) has been suggested as the way to successfully achieve sustainable environmental governance. Despite excellent research, the field still suffers from underdeveloped frameworks of causality. To address this issue, we suggest a framework that integrates the structural frame of Plummer and Fitzgibbons’ “adaptive comanagement” with the specific process characteristics of Senecah’s “Trinity of Voice.” The resulting conceptual hybrid is used to guide the comparison of two cases of stakeholder participation in fisheries management—the Swedish Co-management Initiative and the Polish Fisheries Roundtable. We examine how different components of preconditions and the process led to the observed outcomes. The analysis shows that despite the different cultural and ecological contexts, the cases developed similar results. Triggered by a crisis, the participating stakeholders were successful in developing trust and better communication and enhanced learning. This can be traced back to a combination of respected leadership, skilled mediation, and a strong focus on deliberative approaches and the creation of respectful dialogue. We also discuss the difficulties of integrating outcomes of the work of such initiatives into the actual decision-making process. Finally, we specify the lessons learned for the cases and the benefits of applying our integrated framework.

  • 97.
    Torbjörnsson, Tomas
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Harring, Niklas
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Environmental sustainability and legal education: Swedish law students' value orientations2018Ingår i: Retfærd. Nordisk Juridisk Tidsskrift, ISSN 0105-1121, nr 3-4, s. 99-115Artikel i tidskrift (Refereegranskat)
  • 98. Torbjörnsson, Tomas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students? views2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 99.
    Torbjörnsson, Tomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Wee, Bryan
    Oldebring, Linda
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Exploring children´s sense of place and promoting equity in geography education2015Ingår i: NoFa5 Book Of Abstracts, 2015, s. 37-37Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 100.
    Wang, Li
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Climate Change and Morality: Students’ Conceptions of Individual and Society.2008Ingår i: 6th international conference on Conceptual Change.: European Association for Research on Learning and Instruction, Turku, Finland., 2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to present results from a project investigating students’ interpretations of social aspects related to environmental issues, here being climate change. The students were 14 years old, studying at different green schools in the Beijing area, China. The study was based on semi-structured interviews and the data was looked upon from an intentional perspective, which means both cognitive and situational factors were taken into consideration when analyzing the utterances. The findings show that moral reasoning and development, as well as societal understanding, are at the core when students discuss a socioscientific problem such as climate change. In particular the results show that the students conceptualized the problem of who, what, and how in relation to two different stances. That is, they contextualise the problems and solutions for change to the aspect of individual where the individual is ‘myself’ or ‘someone else’. The different notions of ‘myself’ and ‘someone else’ become crucial as the students’ relations and considerations for nature and society change according to the different contexts. When the individual is ‘me’ nature and society are considered, whereas when the individual is ‘someone else’, society and nature are taking into account The study indicates that besides the ‘cold’ aspect, such as content knowledge and pure cognition, the ‘warm’ aspect, as in emotions, values, ethics, is an important part of learning about environmental issue such as climate change. The paper finalises with a discussion on implications for practice and research.

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