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  • 1.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sarri, Carina
    Images of cultural identities: Sámi children’s experiences of learning2012In: Indigenous Peoples: Education and Equity, Charlotte, NC: Information Age Publishing, incorporated , 2012, p. 267-283Chapter in book (Other academic)
  • 2.
    Helldén, Gustav
    et al.
    Högskolan Krisitanstad.
    Högström, Per
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Karlefors, Inger
    Vikström, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning2015 (ed. 2)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.

  • 3.
    Högström, Per
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    What can primary school students snowball fighting tell about silent knowledge?2012Conference paper (Refereed)
    Abstract [en]

    It has been shown that science learning in school is difficult. Science is abstract and stuffed with laws, it has it's own language and it has not much in common with the learners lives. However, the nature of science implies that scientific language arisen from educated knowledge, can give word to unvoiced knowledge about science. This could be useful in school contexts to make children's silent knowledge become an incentive for science learning.PurposeThis study intended to depict school science learners' own knowledge and own expressions, i.e. emanating in their life-world, with expressions from the educated knowledge. The research questions are: Which physics knowledge is recognized in children's snowball fighting? and: What can primary school students snowball fighting tell about silent knowledge?MethodThe study involved thirty 11-year old primary school children from northern Sweden. Playing with snow is culturally embedded, hence an every day phenomena during winter. Snowball fighting was chosen with the purpose to analyze what children express when they think about and carries out this and if these expressions could be recognized as knowledge about physics.Data was collected from children's drawings and written explanations. Additionally, a video recording with a stimulated recall group interview was performed. The analysis was carried out step-by-step for each empirical resource and interpreted as life-world representations.ResultsAll children expressed their views both with drawings and in written explanations. One child explained: "You raise your arm backwards when you throw to get more force and what you should think about when you want to hit someone behind a shelter is to aim high". As expressed, with non-scientific as well as scientific words, it is possible to identify this child's silent knowledge within the explanation. Also, additional information about the children's silent knowledge was identified in children's discussions while watching a recording of a playful snowball fight. This knowledge, expressed in several and rich ways, can be recognized as knowledge about physics.ConclusionsPlayful activities, such as snowball fights, can be used to identify what silent knowledge children have. Following this, it is possible to identify what scientific words to add to existing knowledge and what science teaching needed to enrich children's learning about specific phenomena. The results suggest that teaching physics in primary school is facilitated if children's silent knowledge is understood.

  • 4.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    An approach full of nuances: on student teachers' understanding of and teaching for sustainable development2008In: Values and Democracy in Education for Sustainable Development: Contributions from Swedish Research, Malmö: College of Liberal Arts and Sciences, 2008, p. 93-108Chapter in book (Other academic)
  • 5.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lärande av energifrågor i Storuman: analys av NV Eko:s seminarium 2012-01-212012Report (Other academic)
  • 6.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mångsynthet och mångfald: om lärarstudenters förståelse av och undervisning för hållbar utveckling2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis focuses on complex understanding of sustainable development: what it is, how it can be understood by student teachers, and what affects the complexity that is discernible among pupils taught by student teachers. Three different substudies based on one another, give answers to the research questions. In a survey study, 195 students were given the task of answering on a question-naire the question: What is to be sustained? A quantitative content analysis resulted in eight different thematic areas covering the student teachers' associations. These areas were nature, natural resources, environmental problems, society, future generations, actions, ethics and economy. In a interview study the students were interviewed about sustainable develop-ment. A phenomenographic analysis method was used to describe differences in the student teachers' attitudes. The analysis led to the conclusion that there were two qualitatively different attitudes to sustainable development among the eight student teachers whose interview answers were analysed: A, as an action-oriented normative attitude and B, as a content-oriented normative attitude. In a video documentation study, five student teachers were given the task of teaching about a complex issue relevant to sustainable development, namely the world's water supply. The aim was to describe their understanding, how it mani-fested itself in a teaching situation, and what affected the complexity that was pos-sible for the pupils taught to discern. With the aid of intentional analysis it was possible to describe connections among the complexity of the staged learning ob-ject, how they conceived of the whole of the water supply problems and their pro-ject of becoming good teachers. The result shows that the four students that ex- pressed a segregative holistic conception staged a linearly constructed learning object. The student that expressed an integrative holistic view realized an integrated learning object. In the discussion implications of the result are discussed in terms of conse-quences for teaching and learning in schools. What all this boils down to is thus that an approach full of nuances is advocated

  • 7.
    Jonsson, Gunnar
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    I-M, Svonni
    Constitution of Cultural Identity: Sámi and mainstream children’s images of themselves and the other2011Conference paper (Refereed)
  • 8.
    Jonsson, Gunnar
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Brown, Jill
    Monash University, Melbourne, VIC.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Children's images of themselves and the other: using drawings in research2013Conference paper (Refereed)
  • 9.
    Jonsson, Gunnar
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Eliasson, Britta
    Erstam, Camilla
    Larsson, Max
    Vi lärde oss bli bättre lärare2013Report (Other academic)
  • 10.
    Jonsson, Gunnar
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Högström, Per
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Silent knowledge in the learners' world of experience2012Conference paper (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.

  • 11.
    Jonsson, Gunnar
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sarri, Carina
    Sami School in Jokkmokk.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Too hot for the reindeer: voicing Sámi children's visions of the future2012In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 21, no 2, p. 95-107Article in journal (Refereed)
    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

  • 12.
    Karlefors, Inger
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Helldén, Gustav
    Högskolan Krisitanstad.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vikström, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning2010Book (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.

  • 13.
    Lundmark, Carina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lärande av goda exempel inom Uthållig kommun2013Report (Other academic)
  • 14.
    Lundmark, Carina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Prospects for learning in river management: Exploring the initial implementation of the Water Framework Directive in a Swedish river basin2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 2, p. 161-176Article in journal (Refereed)
    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.

  • 15.
    Palmberg, Irmeli
    et al.
    Åbo Akademi, Vasa.
    Jeronen, Eila
    Uleåborg universitet.
    Svens, Maria
    Åbo Akademi, Vasa.
    Yli-Panula, Eija
    Åbo universitet.
    Andersson, John
    University College Själland.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Blivande lärares (åk 1-6) baskunskaper i Danmark, Finland och Sverige: 1. Kunskaper och uppfattningar om människans biologi2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 1, p. 54-70Article in journal (Refereed)
    Abstract [en]

    Alarming trends in science in Nordic schools, indicating a diminishing interest among students, a lack of knowledge and competence among teachers as well as a decreasing amount of science in teacher education sparked this study of student teachers in Denmark, Finland and Sweden. This quantitative and qualitative study of teacher students’ views of human biology made it clear that human biology is seen as basic teacher knowledge by a majority of the students, in Finland in particular. The student teachers’ level of knowledge in human biology is very low. They have difficulties in explaining basic body functions, for example in relation to the human blood circulation system. They lack understanding of how various body organs work together, a fact that makes teaching and pupil guidance more difficult. Nordic teacher education should provide more time for diagnosing and developing student teachers’ critical and scientific thinking skills as well as problem-based science teaching.

  • 16.
    Villanen, Heli
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jonsson, Gunnar
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Envisioning the future: a question of distances2013In: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, no 1, p. 1-16Article in journal (Refereed)
    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.

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