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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 universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Tedenljung, Ann-Sofie
    Wohlin, Ammi
    Att lära in ute för hållbar utveckling2015Bok (Övrigt vetenskapligt)
  • 2.
    Gericke, Niklas
    et al.
    Karlstad University, Karlstad, Sweden.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Stagell, Ulrica
    School of Communication and Education, Jönköping University, Jönköping, Sweden.
    The Green School Movement in Sweden: Past, Present and Future2020Ingår i: Green Schools Globally: Stories of Impact on Education for Sustainable Development / [ed] Annette Gough, John Chi-Kin Lee, Eric Po Keung Tsang, Springer, 2020, , s. 24s. 309-332Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The Green Schools Movement in Sweden has a long history. In this chapter we will start with a historical review of the long interest of green issues in Swedish society and how these have influenced curriculum and teaching. We will address the different teaching traditions that evolved in environmental education in Sweden over time. Then we will describe how the green school movement been promoted in Sweden through initiatives from NGOs such as Håll Sverige Rent and World Wide Fund for Nature. This has led to certification systems for schools to participate with the possibility to be accredited as “green schools”. These certification systems have turned from an environmental perspective to a perspective towards Education for Sustainable Development (ESD). Finally we will go through the extensive research conducted in Sweden the last years of the effects these certification systems has had in the schools at student, teacher and school organization level, and what we can learn from these studies in order to develop the green school movement for the future.

  • 3.
    Lindgren Leavenworth, Maria
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Climate fiction and young learners' thoughts - a dialogue between literature and education2021Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 27, nr 5, s. 727-742Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Via thematic content analysis, this article combines approaches from educational and literary research to explore representations of nature, climate change and sustainability by children in their own reflections and for children in fiction. The primary materials consist of ethnographic studies conducted in Swedish schools in 2011 and 2013, and of close readings of Julie Bertagna's trilogy Exodus (2002), Zenith (2003), and Aurora (2011). Representations by young learners, as well as themes in climate fiction, reflect concerns regarding climate change, a critical awareness of anthropogenic influences, and a conviction that cooperation is essential to promote change. Speculative climate fiction can assist when re-thinking current structures and patterns by letting readers encounter possible scenarios in a safe space, in this way broadening discussions regarding future sustainability. We identify a number of contact points between our materials and suggest how findings point to bright spots when re-thinking the role of literature in education for sustainable development (ESD) and, conversely, the importance of young learners' voices within ESD for literature studies.

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  • 4.
    Löfgren, Håkan
    et al.
    Department of Thematic Studies, Linköping University, Linköping, Sweden.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Valuable everyday encounters in early childhood education: narratives from professionals2022Ingår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 42, nr 4-5, s. 434-449Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents professionals’ narratives about valuableencounters with young children in early childhood education(ECE) settings. The study aims to provide an in-depth perspectiveon how professionals talk about ethics in practice, and the valuesaddressed in the narratives. Initially, professionals in Swedish ECEsettings defined their understanding of a valuable encounter witha child and then used a digital app to self-register 10 such encountersduring one day. After the self-registration, we interviewed theprofessionals and they told us about the encounters they hadexperienced. We identified three themes concerning who was thefocus of the encounters: the professional, the child, or both reciprocally.By using a narrative approach and Nussbaum’s ethicaltheoretical perspective, we show how different rationales wereinterwoven in the stories and that situated emotions were enactedand reflected. Finally, we noticed that many valuable encounterstook place in ‘in-between spaces’. They were not planned for ororganised, but occurred spontaneously through professionals’ sensitiveemployment of an ethics in practice.

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  • 5.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Contingency and transformation: teachers’ and students’ experiences of a Climate Council School Project2018Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 4, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents a case study of a Climate Council School project within education for sustainable development (ESD). Students and their teachers from grade 9 and upper secondary school took part in this project when working on finding sustainable visions and solutions for their city in 2030. The project involved the local government as well as businesspeople, since they all met and shared sustainable visions at the climate council conference. Drawing on transformative learning theories, the case is studied and analysed from both teacher and student perspectives. Educational challenges as well as new possibilities are documented outcomes through the participants’ experiences in this school project aiming for sustainability. Initial contingency, in relation to the complex content and new ways of teaching, is found to be a presumption for learning as creative work, transformation, and new ideas contributing to a more sustainable society.

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  • 6.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Education "through" sustainable development in Swedish school-age educare: exploring how SAEC is responding to ESD in daily practices2023Ingår i: Education Inquiry, E-ISSN 2000-4508Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visited, as well as different approaches to education for sustainable development within SAEC. The cases show activities related to traditional outdoor environmental education, to social justice and global issues, and also as meaning making through play-based activities. The results were further analysed in relation to core concepts within extended education as well as ESD, exploring the "missing link", but also new possibilities of ESD when part of an extended educational practice. The main conclusion of the analyses is that SAEC activities related to ESD offers education through sustainable development by active participation in various forms and contexts, as also currently suggested in policy and by scholars. By explicitly focusing ESD in the educational context of Swedish school-age educare, a missing link in this area of research was pinpointed paving the way for further research, and increased awareness in practice.

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  • 7.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Emotionella lärprocesser i utemiljö för hållbar kunskap2016Ingår i: Bladet, ISSN 1650-2310, Vol. 30, nr 4, s. 19-20Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 8.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Ethical dimensions of children's meaning-making in environmental and sustainability issues2017Konferensbidrag (Refereegranskat)
    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.

  • 9.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Exploring learning experiences and meaning-making in environmental and sustainabliity issues2016Ingår i: 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, s. 68-80Kapitel i bok, del av antologi (Refereegranskat)
  • 10.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Förskollärare bör få reflektera över värdefulla möten2021Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 11.
    Manni, Annika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Känsla, förståelse och värdering: elevers meningsskapande i skolaktiviteter om miljö-och hållbarhetsfrågor2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

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  • 12.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Mellanstadieelevers emotioner och värderingar i hållbarhetsfrågor2016Ingår i: Religion & Livsfrågor, ISSN 0347-2159, nr 1, s. 9-10Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 13.
    Manni, Annika
    Umeå universitet.
    Multifunktionella utomhusmiljöer i förskolan för hållbarhet och hälsa2018Övrigt (Övrig (populärvetenskap, debatt, mm))
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  • 14.
    Manni, Annika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Place-specific artefacts: important aspects of young students’ meaning-making in Environmentaland Sustainability Education2015Konferensbidrag (Refereegranskat)
  • 15.
    Manni, Annika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Reimaging the role of non-formal learning in environmental education2015Konferensbidrag (Refereegranskat)
  • 16.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    School children envisioning future knowledge and agency within the context of education for sustainable development2018Ingår i: Challenging life: existential questions as a resource in education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre, Münster: Waxmann Verlag, 2018, s. 313-328Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter focuses schoolchildren's thoughts about future important knowledge and possibilities to act for sustainable development. In this study, children's thoughts about knowledge and agency are related to education for sustainable development as a contemporary context. Based on 209 Swedish schoolchildren’s individual written responses, the study is analysed with a qualitative thematic content analysis. The results show that a majority of the children envision socially and environmentally related knowledge to be important in the future, and furthermore that they have possibilitiesto make impact in society. Finally, the results are discussed in relation to what is prioritized in current educational curricula, our responsibilities for school children losing faith in school and feelings of insecurity about their future.

  • 17.
    Manni, Annika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Space for emotional experiences, reflective conversations and the formation of values - A case study in ESEManuskript (preprint) (Övrigt vetenskapligt)
  • 18.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Sustainability literacy for the future citizens: Teachers’ and students’ experiences of a “Climate Council School project”2018Övrigt (Övrigt vetenskapligt)
    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.

  • 19. Manni, Annika
    Vuxnas engagemang avgörande för barns lärande om hållbar utveckling2017Övrigt (Övrig (populärvetenskap, debatt, mm))
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  • 20.
    Manni, Annika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Young students’ meaning making in an ESD school practice2014Konferensbidrag (Refereegranskat)
  • 21.
    Manni, Annika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Young students’ meaning making in an ESD school practice2014Konferensbidrag (Refereegranskat)
  • 22.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Young thoughts about a sustainable future – knowledge, skills and agency2016Konferensbidrag (Refereegranskat)
  • 23.
    Manni, Annika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Annerbäck, J.
    Department of Thematic Studies–Child studies, Linköping University, Linköping, Sweden.
    Löfgren, H.
    Department of Thematic Studies (TEMA), Linköping University, Linköping, Sweden.
    Mårtensson, F.
    Department of People and Society, Swedish University of Agricultural Sciences (SLU), Alnarp, Sweden.
    Fröberg, A.
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Places, spaces and encounters with nature–socio-material discourses in Swedish preschools2024Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article investigates views and discourses on outdoor play in preschool teachers talks about their playgrounds and outdoor practices in Swedish preschools. Included were a strategic sample of teachers from newer, larger preschool facilities with more programmed outdoor space, and teachers from older, more traditional facilities containing more nature. Through interviews with 38 teachers at 21 preschools and a thematic analysis inspired by socio-material theory, we identified three main themes: The meanings and limits of free outdoor play, the view on nature and children’s encounters with nature,and dangers and risks in the playground. Within these themes, we show how the teachers’ views construct discourses related to the outdoor educational places and spaces that are available. Furthermore, changes in preschool curricula as well as in the playground material and design are active agents in constructing discourses on outdoor play, including risks and limitations, beyond teachers’ own beliefs on children’s needs.

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  • 24.
    Manni, Annika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Knekta, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "A Little Less Conversation, a Little More Action Please": Examining Students' Voices on Education, Transgression, and Societal Change2020Ingår i: Sustainability, E-ISSN 2071-1050, Vol. 12, nr 15, artikel-id 6231Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Education for sustainability is urgent but also challenging when aiming for transformation, transgression, and action-oriented societal change. It is important to take into consideration students' voices in order to enhance education, and this study used semi-structured interviews to explore students' voices on the role of contemporary education, in society, in relation to urgent issues related to sustainability. Thematic content analysis was applied, as a first step, to analyse the students' answers. Then a T-learning model was applied on the themes to further analyse the results in relation to transformative, transgressive, and action-oriented learning. The students reflected on a diversity of important issues in society and the possibilities of action for change, many of them related to their personal life and experiences. They also talked about diverse educational experiences, but our analysis indicated that their current education did not always meet the needs of a more transgressive and change-oriented learning. Finally, we have found that the T-learning model has the potential to be used for educational reflection and for developing new understandings of teaching and learning.

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  • 25.
    Manni, Annika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Knekta, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling?: School-Age Educare - a neglected potential in education for sustainable development?2022Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 18, nr 1, s. 63-81Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School-Age Educare is an integrated part of the Swedish compulsory school organization, focusing socialrelations, children's interests and play. Although included in the national school curriculum, there is a lackof knowledge of if and how School-Age Educare currently work with the mandatory task of educationfor sustainable development (ESD). This article thus seeks to examine the educational potentials, butalso possible need for support, of School-Age Educare in relation to ESD. Through analyzing 453 teachersresponses to a questionnaire with open and closed questions, we reveal that most teachers find ESD important,but also want to learn more about it. There is potential in the educational task, and pedagogicalapproach, supporting ESD as a transactional and pragmatic approach. The constrains contributing to ESDlies in the somewhat absent awareness among the teachers themselves, but also in the limited resourcesand time available of carrying out sustainability education at the centers.

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  • 26.
    Manni, Annika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Löfgren, Håkan
    Linköping University, Sweden.
    Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings2022Ingår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’ perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to ‘set the agenda’ when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.

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  • 27.
    Manni, Annika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Löfgren, Håkan
    Linköping University, Linköping, Sweden.
    Annerbäck, Johanna
    Linköping University, Linköping, Sweden.
    Mårtensson, Fredrika
    SLU, Sweden.
    Fröberg, Andreas
    University of Gothenburg, Sweden.
    Discourses of outdoor play at new modern preschools2022Ingår i: Conference proceedings: Book of Abstracts. "Cultures of play: Actors, Affordances and Arenas", 2022, s. 50-50Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study is part of a larger research project with the aim with to study how the outdoor environment and playgrounds affects children's physical activities and relational encounters with nature and peers. Previous research has shown the benefits of children's outdoor play in domains like; health, environmental engagement and care, as well as learning and meaning making. Preschool policy and practice is constantly balancing and combining school-like concepts and play (Pramling Samuelsson & Johansson, 2007). This study uses John Dewey's holistic and pragmatic perspective to study and analyse different notions of relational and experiential learning activities outdoors. In this particular study we have analyzed the interviews with teachers from 21 new and old preschools. A discourse analysis was carried out to uncover the different notions within different domains of outdoor play. The study is ethically motivated since it contributes knowledge about childrens' conditions in preschool in a time of change. The project has ethical approval for all steps of research. The findings show how the new preschool playgrounds has changed the use of the outdoor environments, the view on the preschool practice, and children in itself. There are more regulations on what children can or cannot do, as well as a strengthened focus on targeted learning in programmed areas. Potential risky-play are eliminated, and natural green areas are replaced either with artificial material or garden-like plants. The analyses open up for a critical discussion on what these changes in the modern preschools might mean for children of today.

  • 28.
    Manni, Annika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Näs, Helena
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Åberg, Erika
    Umeå kommun.
    Sammansatta problem i undervisning för hållbar utveckling2017Ingår i: Nordisk arbeidsmodell for undervisning for bærekraftig utvikling / [ed] Eldri Scheie, Majken Korsager, Oslo: Naturfagsenteret , 2017, s. 14-19Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
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    fulltext
  • 29.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice2017Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, nr 2, s. 108-121Artikel i tidskrift (Refereegranskat)
    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.

  • 30.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Parchmann, Ilka
    University of Kiel.
    Perceived learning experiences regarding Education for sustainable development: within Swedish outdoor education traditions2013Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, nr 2, s. 187-205Artikel i tidskrift (Refereegranskat)
    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.

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    Manni NorDiNa
  • 31.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Emotions and values: a case study of meaning-making in ESE2017Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 4, s. 451-464Artikel i tidskrift (Refereegranskat)
    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.

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    fulltext
  • 32.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mapping what young students understand and value regarding sustainable development2013Ingår i: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, nr 1, s. 17-35Artikel i tidskrift (Refereegranskat)
    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.

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    Mapping What Young Students Understand and Value Regarding Sustainable Development
  • 33.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mapping young students understanding and valuing of sustainable development2011Konferensbidrag (Refereegranskat)
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