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  • 1. Behrenfeldt, Lisa
    et al.
    Brömster, Elisabet
    Eadie, Gordon
    Fredman, Annette
    Grantz, Helene
    Gustafsson, Josefine
    Jansson, Birgitta
    Lindblad, Stina
    Lundberg, Charlotte
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tedenljung, Ann-Sofie
    Wohlin, Ammi
    Att lära in ute för hållbar utveckling2015Book (Other academic)
  • 2.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Emotionella lärprocesser i utemiljö för hållbar kunskap2016In: Bladet, ISSN 1650-2310, Vol. 30, no 4, p. 19-20Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Ethical dimensions of children's meaning-making in environmental and sustainability issues2017Conference paper (Refereed)
    Abstract [en]

    In this presentation I will outline some ethical dimensions found in children’s meaning-making processes when studying environmental and sustainability issues. The presentation is based on my doctoral thesis where school children aged 10-12 took part in two empirical studies. The first study was a comprehensive questionnaire including open ended questions. The second study was a case study in one grade 6 class for one school semester. Both studies focused how children in these ages understood, valued and made meaning in environmental and sustainability issues. The overall methodology for my thesis was mixed methods. The methods used when analyzing were in the first study thematic content analysis for the open questions, and statistics on both a descriptive level and a relational level. In the second study, the case study, a number of empirical sources were used in order to analyze children’s meaning-making processes over time in two different school contexts, one more practical outdoors and one indoors, more digital. The theoretical frameworks used in these studies are John Dewey’s theories on aesthetic experience and learning, and also Martha Nussbaum’s theories regarding emotions and values. My results reveal that there are different kinds of ethical dimensions in children’s understanding, valuing and actions. One dimension concerns aspects of environmental ethics when children express how they value nature. Other dimensions concern how children form values from emotional responses. Finally, I will discuss what might be learnt in ethics when environmental and sustainability issues are focused in educational activities.

  • 4.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Exploring learning experiences and meaning-making in environmental and sustainabliity issues2016In: Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher / [ed] Shirley Simon, Christina Ottander, and Ilka Parchmann, Routledge, 2016, p. 68-80Chapter in book (Refereed)
  • 5.
    Manni, Annika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Känsla, förståelse och värdering: elevers meningsskapande i skolaktiviteter om miljö-och hållbarhetsfrågor2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis focuses on young students’ experiences and meaning-making processes in school practices within environmental and sustainability education. Earlier research has shown this to be an area of complexity; besides a transdisciplinary perspective requiring relational thinking, it also involves conflicting interests as well as emotions and values. With a certain interest in emotions being part of learning as a meaning-making process, this thesis aims to investigate the character of experiencing, and the function of aesthetic experience in environmental and sustainability education. Through a mixed-methods approach a comprehensive questionnaire was used in the first study, and a more in-depth case study investigated the most important findings from the questionnaire even further in the second one by using multiple data. 209 students, age 10-12, from six different schools in Sweden answered the questionnaire. One class in grade six participated in the case study during four months, where both in- and out-of-door activities were studied. Both qualitative content analyses, and quantitative statistics were used to analyze the material from the two studies. Furthermore, John Dewey’s theoretical perspectives and neo-Aristotelian philosophers, mainly Martha Nussbaum, guided the interpretations of the empirical results. The main findings show that young students’ experiences in environmental and sustainability education are characterized by relational understandings both within and among ecologic, economic and social aspects, but also that perceived school activities of a value-laden and more cognitive kind correlated. The results further show that aesthetic experiences function as links in the transactional and continuous processes of meaning making. Furthermore, of importance for students’ meaning making and formation of values in environmental and sustainability were also prior experiences, encounters with outdoor environments and artifacts (both natural and digital), social interactions and felt independence. A holistic picture of understanding, emotions and values hence appear as an intertwined unity in students’ written responses, action and talk. A conclusion suggests that contributing to students’ possibilities of making meaning in environmental and sustainability issues requires openness to personal emotions and values as a starting point. Activities allowing for social interaction, independence, and relevant contextual encounters should also be considered in the pedagogical practice of environmental and sustainability education.

  • 6.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Mellanstadieelevers emotioner och värderingar i hållbarhetsfrågor2016In: Religion & Livsfrågor, ISSN 0347-2159, no 1, p. 9-10Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Manni, Annika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Place-specific artefacts: important aspects of young students’ meaning-making in Environmentaland Sustainability Education2015Conference paper (Refereed)
  • 8.
    Manni, Annika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Reimaging the role of non-formal learning in environmental education2015Conference paper (Refereed)
  • 9.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    School children envisioning future knowledge and agency within the context of education for sustainable development2018In: Challenging life: existential questions as resources in education / [ed] Ristiniemi, J., Skeie, G. & Sporre, K, Münster: Waxmann Verlag, 2018Chapter in book (Refereed)
  • 10.
    Manni, Annika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Space for emotional experiences, reflective conversations and the formation of values - A case study in ESEManuscript (preprint) (Other academic)
  • 11.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Sustainability literacy for the future citizens: Teachers’ and students’ experiences of a “Climate Council School project”2018Conference paper (Refereed)
    Abstract [en]

    This presentation takes its point of departure in recognizing us living in a world of societal changes and environmental crises where needs of new thinking and sustainable actions are demanded.  I am here especially focusing a current educational situation roughly described to be in the core of different demands and expectations. Firstly, Education for sustainable development (ESD) is nowadays regarded as a societal issue, where young people’s possibilities to act commonly and engage in society is a crucial aim and outcome in the UNESCO documents. Secondly and quite opposite, the mainstream educational curricula are described to be striving the other direction; towards more control of individual pre-determined knowledge through tests, and with less options of innovations, critical thinking and a knowledge in-use .

    Standing in this crossfire of different educational politics and ideas the situation is assumed to be a delicate issue to handle for teachers in practice. This presentation is based on a case study of a “Climate Council school project” (cf. WWF) where school students, teachers and members of the local government met and discussed sustainability issues. I intend to focus and discuss both dilemmas and unexpected possibilities when taking on new educational challenges and transdisciplinary teaching such as sustainable development, and how the concept of Sustainable literacy might be useful in educational settings today.

  • 12.
    Manni, Annika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Young students’ meaning making in an ESD school practice2014Conference paper (Refereed)
  • 13.
    Manni, Annika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Young students’ meaning making in an ESD school practice2014Conference paper (Refereed)
  • 14.
    Manni, Annika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Young thoughts about a sustainable future – knowledge, skills and agency2016Conference paper (Refereed)
  • 15.
    Manni, Annika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Näs, Helena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Åberg, Erika
    Umeå kommun.
    Sammansatta problem i undervisning för hållbar utveckling2017In: Nordisk arbeidsmodell for undervisning for bærekraftig utvikling / [ed] Eldri Scheie, Majken Korsager, Oslo: Naturfagsenteret , 2017, p. 14-19Chapter in book (Other (popular science, discussion, etc.))
  • 16.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice2017In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, no 2, p. 108-121Article in journal (Refereed)
    Abstract [en]

    This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes.

  • 17.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Parchmann, Ilka
    University of Kiel.
    Perceived learning experiences regarding Education for sustainable development: within Swedish outdoor education traditions2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 2, p. 187-205Article in journal (Refereed)
    Abstract [en]

    This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

  • 18.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Emotions and values: a case study of meaning-making in ESE2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 451-464Article in journal (Refereed)
    Abstract [en]

    With an interest in the role of emotions and values in students' meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey's theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum's theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students' group work. The results provide examples of students' meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase.

  • 19.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mapping what young students understand and value regarding sustainable development2013In: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, no 1, p. 17-35Article in journal (Refereed)
    Abstract [en]

    This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from openended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are considerable variations in the level of understandings and the values related to the three aspects of sustainable development. Understanding within as well as between the aspects is noted, with students having the most difficulty in seeing the relationships between all three aspects, i.e. a holistic understanding. Furthermore, students’ understanding and values are often expressed in an integrated way i.e. expressed in the same sentence. The variations, complex understandings, and expressions of understandings and values are discussed in relation to earlier research with a focus on ethical issues and systems thinking.

  • 20.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mapping young students understanding and valuing of sustainable development2011Conference paper (Refereed)
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