Studien beskriver och diskuterar det lärande som kan ske då elever besöker ett lantbruk. Despecifika frågeställningarna löd: (1) Vilka avsikter för barns lärande finns det med besök till en lantgård? (2) Hur kan lärandet som sker på en lantgård beskrivas? För att besvara frågeställningarna genomfördes en fallstudie på en mindre lantgård som i hög grad var anpassad för att kunna ta emot barngrupper och studiebesök. Totalt analyserades sex intervjuer, ett fokusgruppsamtal, två heldagsobservationer och två anknytande enkäter som besvarades av 18 barn innan och efter deras besök till lantbruket. Resultatet visar att de avsikter som de vuxna aktörerna uttryckte kan beskrivas som att de ville göra barnen medvetna om norrbottnisk matproduktion; utveckla en positiv känsla för hållbar konsumtion; att de menade att lantbrukskunskap var en demokratisk rättighet; samt att utveckla kunskaper som anknöt till skolans läroplan. Det lärande som skedde kunde beskrivas som att barnen utvecklade: Praktiska kunskaper i lantbrukspraktiken; sakkunskaper i lantbrukspraktiken; samt emotionella kompetenser. I diskussionen överväger vi på vilket sätt studiebesök till lantbruk kan komplettera skolans undervisning. Lantbruket erbjuder en autentisk miljö där praktisk kunskap, sakkunskap och emotionella kompetenser, vilka alla har starkt stöd i skolans läroplan, kan utvecklas. Vår studie pekar också på att ett studiebesök till ett lantbruk fungerar väl för att konkretisera och synliggöra värdegrunden och läroplanens övergripande miljöperspektiv.

This study describes and discusses learning that occurs on a farm. Our research question has been: (1) What intentions exist to organize field trips to a farm? (2) How can we describe the learning that takes place on a farm? To answer these questions a case study was conducted on a smallholder which had adapted its operations to easier receive children groups and visits. In total, the study analyses six interviews, one focus group, two full days of observations and two related surveys answered by 18 children before and after their trip to the farm. The results from the report shows the organizers intentions; to make children conscious about food production in Norrbotten, to develop a positive feeling towards sustainable consumption, to make farm education a democratic right and relate the farm education to subject-based knowledge in school. The experience that children developed through the farm visits where practical knowledge within the farming practice, know-how within the farming practice and the development of emotional competence. In the discussion we consider in what way farms could complement school education. Farms offers an authentic environment where practical, know-how and emotional competence can be learned. All which have support in the curricula and basic principles of school practice. Our results indicate that visits to farms present good ways off making school curricula and core values more concrete and accessible to children.

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.

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.

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.

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.

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.