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Publications (10 of 16) Show all publications
Helldén, G., Högström, P., Jonsson, G., Karlefors, I. & Vikström, A. (2015). Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning (2ed.). Paper presented at . Stockholm: Liber AB
Open this publication in new window or tab >>Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning
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2015 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Vad händer när vatten fryser till is? Hur övervintrar bin? När dör en morot? Vad behövs för att ett frö ska gro? Dessa och andra till synes enkla frågor leder i boken Vägar till naturvetenskapens värld- ämneskunskap i didatisk belysning in på de stora frågorna om allt liv på vår jord, om biologisk mångfald ekologi och hållbar utveckling.Denna nya upplaga har kompletterats med två nya kapitel: ett grundläggande från fysikens område och ett om rymden.

Place, publisher, year, edition, pages
Stockholm: Liber AB, 2015. p. 261 Edition: 2
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16457 (URN)2bcd0812-5dcd-4c7e-ba32-e8718e2f02a3 (Local ID)978-91-47-11478-8 (ISBN)2bcd0812-5dcd-4c7e-ba32-e8718e2f02a3 (Archive number)2bcd0812-5dcd-4c7e-ba32-e8718e2f02a3 (OAI)
Note

Godkänd; 2015; 20150826 (perhog)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-24Bibliographically approved
Lundmark, C. & Jonsson, G. (2014). Prospects for learning in river management: Exploring the initial implementation of the Water Framework Directive in a Swedish river basin (ed.). Paper presented at . Environmental Education Research, 20(2), 161-176
Open this publication in new window or tab >>Prospects for learning in river management: Exploring the initial implementation of the Water Framework Directive in a Swedish river basin
2014 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 2, p. 161-176Article in journal (Refereed) Published
Abstract [en]

This case study explores the initial implementation of the EU Water Framework Directive (WFD) in the Lule River basin, Sweden, examining how and to what extent administrative procedures enable learning through dialogue and stakeholder collaboration. Theorising on adaptive co-management and social learning is used to structure what is to be learnt, how and by whom. Qualitative content analyses of policy documents, responses from consultation procedures and interviews show that there are opportunities for stakeholder involvement and dialogue in organizational settings of various kinds, but as the number of affected interest is large and difficult to demarcate many interests lack a formal channel for influence. It is primarily through poorly attended Water Council meetings and during the consultation process prior to decisions on management plans that all affected interests can voice their opinions. Consultation processes represent one-way communication rather than dialogue and the ones examined are strongly focused on scientific rather than experience based knowledge. If language is to be used productively to assist the constitution of relevant knowledge in the implementation of the WFD, it is important to find ways of communication that can serve as a platform for common meaning making among a large number of diverse societal actors.

Abstract [sv]

I fallstudien undersöks införandet av EU:s ramdirektiv för vatten i Luleälven avrinningsområde. I vilken utsträckning möjliggörs lärande genom dialog bland deltagande särintressen? Teorier om adaptiv samförvaltning och socialt lärande används för att strukturera analysen av vad som skall läras, hur och av vem. Kvalitativ innehållsanalys av policydokument, intervjuer m.m. visar att det finns goda möjligheter till aktörssamverkan och dialog i den pågående vattenförvaltningen, främst inom Vattenråden, men då antalet berörda intressen är mycket stort och svårt att avgränsa är det många vars kunskap inte uppmärksammas. Studien visar att det främst är erfarenhetsbaserad kunskap som inte når vattenförvaltningen. Samrådsförfarandet inför beslut om förvaltningsplaner och åtgärdsprogram är exempelvis starkt fokuserat på vetenskaplig kunskap och utgör envägskommunikation (snarare än dialog) i förhållande till allmänhet och organiserade särintressen. Studien efterlyser sätt att kommunicera som kan underlätta kunskapsbildande och gemensamt meningsskapande bland ett stort antal aktörer.

Keywords
Social sciences - Political science, Socialvetenskap - Statsvetenskap
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies) Pedagogy
Research subject
Political Science; Education
Identifiers
urn:nbn:se:ltu:diva-10115 (URN)10.1080/13504622.2013.780585 (DOI)000332275200002 ()2-s2.0-84897646929 (Scopus ID)8dca6a70-a07a-4745-a490-3028317d1589 (Local ID)8dca6a70-a07a-4745-a490-3028317d1589 (Archive number)8dca6a70-a07a-4745-a490-3028317d1589 (OAI)
Note
Validerad; 2014; 20130517 (carlun)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Jonsson, G., Brown, J. & Westman, S. (2013). Children's images of themselves and the other: using drawings in research (ed.). Paper presented at International Conference of the Australian Association for Research in Education : 01/12/2013 - 05/12/2013. Paper presented at International Conference of the Australian Association for Research in Education : 01/12/2013 - 05/12/2013.
Open this publication in new window or tab >>Children's images of themselves and the other: using drawings in research
2013 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-31971 (URN)64c870f3-3ace-4eeb-a87c-a3b7ba4aa656 (Local ID)64c870f3-3ace-4eeb-a87c-a3b7ba4aa656 (Archive number)64c870f3-3ace-4eeb-a87c-a3b7ba4aa656 (OAI)
Conference
International Conference of the Australian Association for Research in Education : 01/12/2013 - 05/12/2013
Note
Godkänd; 2013; 20131218 (ysko)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-02-05Bibliographically approved
Villanen, H. & Jonsson, G. (2013). Envisioning the future: a question of distances (ed.). Paper presented at . International Electronic Journal of Environmental Education, 3(1), 1-16
Open this publication in new window or tab >>Envisioning the future: a question of distances
2013 (English)In: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

In this paper we will examine how children view their future. Intergenerational relations are at the core of sustainable development. These concern a human’s moral responsibility to the coming generations. But, can we take for granted that future generations will have the same requirements and preferences as we do? Discussions of the future often take off from an adult perspective, but what would the visions of the future be, if children were asked? Theoretically the study is based on the life-world phenomenology. Our study was conducted in northern Sweden in 2011. Altogether, 22 children aged 11 to 12 years participated. They were asked to make a drawing to answer a question ‘what does the future look like when you are grown up?’ During the analysis, four themes emerged; technology, career, apocalypse and sameness. According to our results, we consider that there is an aspect of distance imbedded within the visions.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-7991 (URN)66f365bb-e5fa-4bf4-b69b-56863c131428 (Local ID)66f365bb-e5fa-4bf4-b69b-56863c131428 (Archive number)66f365bb-e5fa-4bf4-b69b-56863c131428 (OAI)
Note
Godkänd; 2013; 20131218 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-23Bibliographically approved
Lundmark, C. & Jonsson, G. (2013). Lärande av goda exempel inom Uthållig kommun (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Lärande av goda exempel inom Uthållig kommun
2013 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2013. p. 36
Series
Research report / Luleå University of Technology, ISSN 1402-1528
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies) Pedagogy
Research subject
Political Science; Education
Identifiers
urn:nbn:se:ltu:diva-22796 (URN)44ca425d-f72f-4770-a5c0-e4a6f9b68ff8 (Local ID)978-91-7439-829-8 (ISBN)44ca425d-f72f-4770-a5c0-e4a6f9b68ff8 (Archive number)44ca425d-f72f-4770-a5c0-e4a6f9b68ff8 (OAI)
Note
Godkänd; 2013; 20131218 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-23Bibliographically approved
Jonsson, G., Eliasson, B., Erstam, C. & Larsson, M. (2013). Vi lärde oss bli bättre lärare (ed.). Paper presented at . : Luleå kommun
Open this publication in new window or tab >>Vi lärde oss bli bättre lärare
2013 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Luleå kommun, 2013. p. 48
Series
Barn- och utbildningsförvaltningens Forskningsrapportserie ; 2013:1
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-25566 (URN)fb7e14db-95f1-44f7-ab29-14358fdb036e (Local ID)fb7e14db-95f1-44f7-ab29-14358fdb036e (Archive number)fb7e14db-95f1-44f7-ab29-14358fdb036e (OAI)
Note
Godkänd; 2013; 20131218 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-23Bibliographically approved
Alerby, E., Hertting, K., Jonsson, G. & Sarri, C. (2012). Images of cultural identities: Sámi children’s experiences of learning (ed.). In: (Ed.), R.G. Craven; G. Bodkin-Andrews; J. Mooney (Ed.), Indigenous Peoples: Education and Equity (pp. 267-283). Paper presented at . Charlotte, NC: Information Age Publishing, incorporated
Open this publication in new window or tab >>Images of cultural identities: Sámi children’s experiences of learning
2012 (English)In: Indigenous Peoples: Education and Equity, Charlotte, NC: Information Age Publishing, incorporated , 2012, p. 267-283Chapter in book (Other academic)
Place, publisher, year, edition, pages
Charlotte, NC: Information Age Publishing, incorporated, 2012
Series
International advances in education: global initiatives for equity and social justice
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-21147 (URN)bcbf97ac-3ce9-4f9a-9f48-e29c22c3856f (Local ID)978-1-61735-963-7 (ISBN)978-1-61735-964-4 (ISBN)bcbf97ac-3ce9-4f9a-9f48-e29c22c3856f (Archive number)bcbf97ac-3ce9-4f9a-9f48-e29c22c3856f (OAI)
Note
Godkänd; 2012; 20120815 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-23Bibliographically approved
Jonsson, G. (2012). Lärande av energifrågor i Storuman: analys av NV Eko:s seminarium 2012-01-21 (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Lärande av energifrågor i Storuman: analys av NV Eko:s seminarium 2012-01-21
2012 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2012. p. 15
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-23704 (URN)8161b5d1-5bc2-4685-843b-b0b95d89edca (Local ID)8161b5d1-5bc2-4685-843b-b0b95d89edca (Archive number)8161b5d1-5bc2-4685-843b-b0b95d89edca (OAI)
Note
Godkänd; 2012; 20130820 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-23Bibliographically approved
Jonsson, G. & Högström, P. (2012). Silent knowledge in the learners' world of experience (ed.). Paper presented at Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) : 02/12/2012 - 06/12/2012. Paper presented at Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) : 02/12/2012 - 06/12/2012.
Open this publication in new window or tab >>Silent knowledge in the learners' world of experience
2012 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Learning is always situated in the children's life-world. The knowledge that the learning give rise to, is in itself a phenomenon with its origins in social contexts. The views and feelings the learner has regarding the context may therefore have impact on the learning that will be enabled. This presentation puts attention to the context of a playful snowball fight as an arena for learning.PurposeThe aim is to give voice to children's unspoken but nonetheless expressed thoughts and opinions about having a playful snowball fight. How is this particular context expressed by children?MethodChildren in the age of 11-12, in grade five in an ordinary school class in Northern Sweden were taking part in a playful snowball fight. The children had in advance been given the task of making a drawing that depicted a snowball fight. The "fight" was video recorded and the film was afterwards shown for the children. While watching the film, they could simultaneously comment on what they saw on the film.ResultsIn the analysis, three different themes of the context emerged. The first theme could be described as an arena where interactions take place. The second theme as an arena for play and construction, and the third theme as an arena filled with emotions. Short video clips and drawings that illustrate these themes will be shown during the presentation.ConclusionsThe outcome of the study will be discussed in relation to what meaning the context will have for learning and to the importance of really listening to the children, both the pronounced as well as the unspoken sentences. It is a truism that all understanding is contextual. For learning to happen, teaching should proceed from the learner's full world of experience. Therefore the importance to start in the life-world of the children will be emphasized.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-31434 (URN)59afe4de-78c6-45d5-bbcd-047702490587 (Local ID)59afe4de-78c6-45d5-bbcd-047702490587 (Archive number)59afe4de-78c6-45d5-bbcd-047702490587 (OAI)
Conference
Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) : 02/12/2012 - 06/12/2012
Note
Godkänd; 2012; 20120823 (perhog)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-01-24Bibliographically approved
Jonsson, G., Sarri, C. & Alerby, E. (2012). Too hot for the reindeer: voicing Sámi children's visions of the future (ed.). Paper presented at . International Research in Geographical and Environmental Education, 21(2), 95-107
Open this publication in new window or tab >>Too hot for the reindeer: voicing Sámi children's visions of the future
2012 (English)In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 21, no 2, p. 95-107Article in journal (Refereed) Published
Abstract [en]

In this paper, we focus attention on the issue of the future by listening to the voices of Indigenous children in the far north of Sweden - the Sámi children. The overall aim of the study is to explore the meaning of Sámi children's visions of the future. The paricipants attend the same Sámi School, and they were of the age of 9-12 years. Data were collected with the aid of creative activity in the form of the production of drawings, combined with subsequent verbal comments. In the analysis of the drawings and verbal comments, three different themes crystallised: financial future, environmental changes and relations to the family and nature. The comprehensive understanding emerged as different cultural horizons - a pure Sámi culture horizon, a mixed horizon with a mixture of Sámi culture and Western modernity and a horizon that just holds Western modernity. The outcome of the study is discussed in relation to the tension between different cultures - the Sámi culture and that of western modernity. The importance of attending to the learners perspective is emphasised, and we argue that education for sustainable development should start in the life-worlds of the children

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-5075 (URN)10.1080/10382046.2012.672668 (DOI)2-s2.0-84860443979 (Scopus ID)31784bfd-1521-441f-9900-6809f0424f2b (Local ID)31784bfd-1521-441f-9900-6809f0424f2b (Archive number)31784bfd-1521-441f-9900-6809f0424f2b (OAI)
Note
Validerad; 2012; 20120515 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3133-5869

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