Cecilia LundholmProfessor

About me

My interests concern conceptual change and instruction in the social sciences (civics, economics and political science) and climate, environmental and geography education.

I am also interested in climate change education and the role of social science knowledge for environmental policy support in relation to climate change - that is, large scale collective action problems - and for developing agency and hope among students (cf. Li and Monroe, 2019; Ojala, 2019).

My interest in research on teaching and learning subjects (ämnesdidaktik) concerns the focus on both the subject and its transformation and the students (their pre-conceptions, interest, attitudes) when designing instruction, the Model of Educational Reconstruction (Duit et al. 2012).

I am professor in Educational Science with a specialisation in Teaching and Learning in the Social Sciences. From 2011 to 2015 I was Director at the Centre for Teaching and Learning in the Social Sciences where research and education was being advanced.

I was a member of the executive committee of the European Association for Research on Learning and Instruction (EARLI) in 2017-2019. EARLI is the largest European educational research organisation, established in 1984. 

EARLI's Special Interest Group Conceptual Change arranges a conference every second year. 

I was on sabbatical at UCLA funded by Riksbankens Jubileumsfond from August 1, 2019 to January 31, 2020.

Course - Climate change and solutions from teaching and learning perspectives

A multi disciplinary distance course on Climate change and solutions from teaching and learning perspectives is offered to teachers and teacher students. It adresses climate change from a natural scientific perspective, and solutions from economic, political and legal perspectives, and how instruction can be developed on solutions and these perspectives.

Projects

Climate change - developing social science teaching for advancing knowledge, action and hope

funded by the Swedish Research Council, Committee for Educational Sciences (2022-2025).

This project seeks to meet three educational challenges on climate change: i) education has privileged natural science subjects; ii) has not focused on understanding of interconnectedness between society and nature, and iii) has not addressed action and hope.

We acknowledge that economic literacy enables students to evaluate alternative possibilities, and the assumptions necessary for the acceptance of proposals on economic polices (e.g. flight taxation) (Mansbridge 2004). This is the rationale for looking to social science education in compulsory schooling year 9, and develop teaching in economic, political and legislative domains, that builds students’ knowledge concerning which choices merit action and hope. Comparative interventions are designed together with teachers and implemented using a Design Research approach. The first cycle was completed in 2022, and two more cycles will be conducted by 2024. 

The project includes professor Peter Davies, Dep of Teaching and Learning, Stockholm University, senior lecturer Caroline Ignell, Dep of Education, Stockholm University, associate professor Anna Bendz, Dep of Political Science, University of Gothenburg and associate professor Andreas Bergh, Dep of Economics, Lund University. Advisory board; professor William Bosshardt, Florida Atlantic University, professor Jonas Ebbesson, Dep of law and professor Alasdair Skelton, Dep of geological sciences, Stockholm University. For more information, clic here!

Updates

2024  Symposium at the Nordic Conference in Social Science Education, Odense. Presentation of conference paper Climate change - developing social science teaching for advancing knowledge and action. Other participants are Magnus Borre Bragdo, Norway and Ilona Södervik, Finland.

2023  Symposium 'Climate change - addressing knowledge, action and hope ' at EARLI 2023. Presentations by Doug Lombardi and colleagues, Maryland University, Maria Ojala, Örebro University, Sweden, Alan Reid and Karen Marangio, Monash University and Cecilia Lundholm and colleagues. Discussant is professor Gale Sinatra. 

Advancing teaching and learning in economics – in tax and trade

This project addresses a need to improve 15-20-year-olds’ understanding of tax and trade. Effective democracies depend on economically well-informed citizens (Davies, 2006) and these topics feature strongly in public debate. Recent studies (e.g., Stantcheva, 2020) have shown that adult economic beliefs affect support for different economic policies.

However, in stark contrast to science, there is currently very little research evidence on the difference between the beliefs about tax and trade that develop through ‘everyday experience’ of current social and economic systems and more systematic and evidence-based thinking that this academic study is intended to develop.  

The project is carried out in collaboration with Peter Davies, Department of Teaching and Learning, Stockholm University, and Adam Jacobsson, Department of Economics, Stockholm University.

The Climate Change Challenge. Solutions among students in economics, law and political science

funded by the Swedish Research Council, Committee for Educational Sciences (2012-2017).

The research programme addressed questions concerning the environmental policy instruments students choose regarding climate change and environmental problems and the effect of knowledge as well as values on such choices.

The project was carried out in collaboration with: Prof. Peter Davies, Department of Teaching and Learning, Stockholm University; PhD Linda Ekström, Department of Business Administration, Technology and Social Sciences, Luleå University of Technology (now at Södertörn University); PhD Niklas Harring, Department of Political science, Göteborg University; PhD student (now lecturer) Caroline Ignell, Department of Education, Stockholm University, and PhD Tomas Torbjörnsson at the Department of Teaching and Learning, Stockholm University. 

Publications from the the project (see all publications below)

Ekström L. and Lundholm, C. (2020). 'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective. Journal of Political Science Education. https://www.tandfonline.com/doi/full/10.1080/15512169.2020.1730863

Ekström, L. & C. Lundholm (2018). 'What's positive about positive rights?' Students’ everyday understandings and the challenges of teaching political science. Journal of Political Science Education, 14(1), 1-16. http://www.tandfonline.com/doi/full/10.1080/15512169.2017.1370378.

Harring, N. (2018). Trust and state intervention: Results from a Swedish survey on environmental policy support. Environmental Science & Policy, 82: 1-8.

Harring, N. & S. C. Jagers (2017). Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences. Environmental Education Research. http://dx.doi.org/10.1080/13504622.2017.1343281

Harring, N. & C. Lundholm (2018, August 30 - September 2). Does knowledge about social dilemmas generate cynical citizens? American Political Science Association Annual Meeting. Boston, USA.

Harring, N. & J. Sohlberg (2016). The varying effects of left-right ideology on support for the environment: Evidence from a Swedish survey experiment. Environmental Politics, 26(2), 278-300. http://www.tandfonline.com/doi/full/10.1080/09644016.2016.1244965.

Harring, N., Davies, P. & C. Lundholm (2017). Learning economics and attitudes to market solutions to environmental problems. Education Sciences, 7, 36. Special issue on Sustainability, Environment and Education. http://www.mdpi.com/2227-7102/7/1/36/pdf

Harring, N., Jagers, S. & S. Matti (2019) Higher education, norm development, and environmental protection. Higher Education. https://link.springer.com/article/10.1007%2Fs10734-019-00410-7

Harring, N., Jagers, S. & S. Matti (2017). Public support for pro-environmental measures. Examining the impact of personal values and ideology. Sustainability, 9(5), 659. http://www.mdpi.com/2071-1050/9/5/679

Harring, N., Lundholm, C. & T. Torbjörnsson (2017). The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability. In Leal Filho, W., Brandli, L., Castro, P., Newman, J. (Eds.) Handbook of Theory and Practice of Sustainable Development in Higher Education. (pp. 159-170). Volume 1. Berlin: Springer. https://www.researchgate.net/profile/Cecilia Lundholm2/contributions

Harring, N., Lundholm, C., & T. Torbjörnsson (2017). Högre utbildning och miljöattityder/Higher education and environmental attitudes i U. Andersson, J. Ohlsson, H. Oscarsson & M. Oskarson (Red). Larmar och gör sig till. (pp. 505-514). Göteborgs universitet: SOM-institutet. http://som.gu.se/digitalAssets/1649/1649037_505-514-harring--lundholm-o-torbj--rnsson.pdf

Harring, N., Torbjörnsson, T., & Lundholm, C. (2018). Solving environmental problems together? The roles of value orientations and trust in the state in environmental policy support among Swedish undergraduate students. Education Sciences, 8(3), 124; https://doi.org/10.3390/educsci8030124.www.mdpi.com/2227-7102/8/3/124/pdf

Ignell, C., Davies, P. & C. Lundholm (2019). A longitudinal study of upper secondary school students´ values and beliefs regarding policy responses to climate change. Environmental Education Research, 25(5), 615-631.  https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1523369

Ignell, C., Davies, P. & C. Lundholm. (2019, April 5–9). Students’ personal epistemological beliefs and climate change solutions. American Education Research Association, Toronto. In symposium Epistemic Cognition and Food-Energy-Water (FEW), organiser Cecilia Lundholm, discussant professor Justin Dillon, Exeter University, UK.

Jagers, S., Harring, N. & S. Matti. (2017). Environmental management from left to right - on ideology, policy-specific beliefs and pro-environmental support. Journal of Environmental Planning and Management. http://www.tandfonline.com/doi/abs/10.1080/09640568.2017.1289902

Lundholm, C. (2019). Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Editorial. Environmental Education Research. 25(10):1427-1437. https://www.tandfonline.com/doi/full/10.1080/13504622.2019.1700066

Lundholm, C. (2018). Klimatet som utmaning. Studenters lösningar på klimatproblem i ämnena ekonomi, statsvetenskap och juridik/The climate change challenge. Solutions among students in economics, law and political science. Resultatdialog 2018/Dialogue on results 2018. (pp. 80-83). Project report. Swedish Research Council. https://www.vr.se/download/18.ad27632166e0b1efab112b/1543831610155/Resultatdialog_VR_2018.pdf

Torbjörnsson, T. & Lundholm, C. (2019). Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students’ views. Environmental Education Research, 25:12, 1790-1803, DOI: 10.1080/13504622.2019.1677860. https://www-tandfonline-com.ezp.sub.su.se/doi/full/10.1080/13504622.2019.1677860

Torbjörnsson, T., Harring, N. & C. Lundholm (2018). Environmental sustainability and legal education: Swedish law students' value orientations. Retfærd - Nordic Journal of Law and Justice, 3-4,99-115.

For all Publications see below or top of the page, to the right.

Research grants

2021-11-29 Climate change, action and hope among youth - the role of social science education. Visiting University of Southern California, 2022, professor Gale Sinatra. Åke Wiberg foundation.

2021-11-04 Climate change - developing social science teaching for advancing knowledge, action and hope. Swedish Research Council, Committee for Educational Sciences. 5.8 million SEK. 

2016-06-09 Sabbatical, UCLA. The Swedish Foundation for Humanities and Social Sciences (Riksbankens Jubileumsfond). 1 million SEK.

2011-10-28 The climate change challenge. Solutions among students in economics, law and political science. Research council/ Committee for educational science. 7.9 million SEK.

2011-10-28 Stakeholder participation, learning and ecosystem management: A global study of 146 Biosphere Reserves in 55 countries. PI associate professor Andreas Duit, Department of political science and co-applicant PhD Lisen Schultz, SRC. Research council/Social science research. 7.2 million SEK.

2008-03-20 National graduate school on education and sustainable development. PI Prof. Leif Östman, Uppsala University. Research council. 12 million SEK.

2007-11-20 Ecological knowledge and sustainable resource management: The role of knowledge acquisition in enhancing the adaptive capacity of co-management arrangements. Research council/Committee for sustainable development. 3.5 million SEK.

2007-06-05 Postdoctoral fellowship. Scholarship received by the Leverhulme foundation, University of Staffordshire. Project with Professor Peter Davies on students’ understanding of pricing public natural and private goods. 18 000 £.

2002-10-28 Learning about environmental issues in an untraditional environmental program. Exploring the process of learning among students of economics and business administration. Research council/Committee for educational science. 2.5 million SEK.

Key notes, films and interviews

Invited speaker at King's College London och University College of London, Conceptual change and teaching - focusing on social science and climate change education, March 14, 2023.

Key note speaker at the Conceptual Change Conference, 24th to 27th of August 2022, Zwolle, the Netherlands. Read more about EARLI's Special Interest Group Conceptual Change.

Key note at the Finnish Association for Educational Research, Climate change, knowledge and action - a focus on the role of education and why, December 15-16, 2020. 

Investigating the impact of social science knowledge on climate action - filmed lecture at Brock University, Canada, 2019

Challenges for Learning - filmed interview, Centre for the Advancement of University Teaching, Stockholm University, 2019

Education and Sustainability at Stockholm University, Sustainability Forum 2021 – presentations and panel discussion, moderator Cecilia Lundholm

Samhällskunskapslärare viktiga för att lösa klimatfrågan - Lärarutbildningarnas nyhetsbrev, 2019

'Hur undervisar man om klimatförändringarna?' Intervju tillsammans med Alasdair Skelton, klimatexpert, i utbildningsförvaltningens tidning Lära Stockholm, 2019

Forskare & femteklassare möttes i Levande Frågelådan, 2019

Vad händer när vi lär oss saker? Intervju i Stockholm universitets utbildningskatalog, 2018

Research group on Conceptual Change

I lead a research group on Conceptual Change which focuses on environmental, geography and social science education - civics, economics, political science and psychology. Research group Conceptual Change

The group consists of Prof Gabriel Bladh, Karlstad University, Prof. Peter Davies, Department of Teaching and Learning, Stockholm University, senior lecturer Caroline Ignell, Department of Education, Stockholm University, senior lecturer Adam Jacobsson, Department of Economics, Stockholm University, senior lecturer Ann-Sofie Jägerskog and PhD student Mattias Arrhenius, Department of Teaching and Learning, Stockholm University and senior lecturer Linda Ekström, Södertörn University.

Publications

Download publications (articles, chapters and conference papers) at https://www.researchgate.net/profile/Cecilia_Lundholm2

Books

Krasny, M., Lundholm, C. & Plummer, P. (Eds.)(2011). Resilience in social-ecological systems: the roles of learning and education. London: Routledge. http://www.routledge.com/books/details/9780415552530

Lundholm, C. Petersson, G. & I. Wistedt (Eds.)(2010). Begreppsbildning i ett intentionellt perspektiv/ Conceptual development from an intentional perspective. Stockholm: Stockholm universitets förlag.

Rickinson, M., Lundholm, C. & Hopwood, N. (2009). Environmental Learning. Insights from research into the student experience. Dordrecht: Springer. http://www.springer.com/education/book/978-90-481-2955-3

Articles

Arrhenius, M., Bladh, G. & Lundholm, C. (2024). Causes, processes and consequences of earthquakes. Investigating Swedish 12-13-year old students’ geographical understanding. International Research in Geographical and Environmental Education. https://www.tandfonline.com/doi/full/10.1080/10382046.2023.2298555

Davies, P. & Lundholm C. (2023). Se ekonomi som system. Ekonomiundervisning för begreppsbildning. SO-didaktik, nummer 13 (s. 54–59). https://issuu.com/so-didaktik/docs/so-didaktik_nummer_13 

Arrhenius, M., Bladh, G. &  Lundholm, C. (2022). Swedish 12-13 year-old students’ geographical understanding of the Gulf Stream. Journal of Geography, 121:1, 5-17, DOI: 10.1080/00221341.2021.2001029

Arrhenius, M., Lundholm, C., & Bladh, G. (2021). Swedish 12-13-year old students’ conceptions of the causes and processes forming eskers and erratics. Journal of Geoscience Education, 69(1), 43-54. https://www.tandfonline.com/doi/full/10.1080/10899995.2020.1820838

Ekström L. and Lundholm, C. (2020). 'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective. Journal of Political Science Education. https://www.tandfonline.com/doi/full/10.1080/15512169.2020.1730863

Lofthouse, R., Greenway, C., Davies, P., Davies, D. & C. Lundholm (2020). Pre-service teachers’ conceptions of their own learning: does context make a difference? Research Papers in Education. https://www.tandfonline.com/doi/full/10.1080/02671522.2020.1767181

Ignell, C., Davies, P. & C. Lundholm (2019). A longitudinal study of upper secondary school students´ values and beliefs regarding policy responses to climate change. Environmental Education Research, 25(5), 615-631.  https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1523369

Jägerskog, A-S, Davies, P., & C. Lundholm (2019). Students’ understanding of causation in pricing: a phenomenographic analysis. Journal of Social Science Education. http://www.jsse.org/index.php/jsse/article/view/1421

Lundholm, C. (2019). Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Editorial. Environmental Education Research. 25(10): 1427-1437. https://www.tandfonline.com/doi/full/10.1080/13504622.2019.1700066

Torbjörnsson, T. & Lundholm, C. (2019). Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students’ views. Environmental Education Research, 25:12, 1790-1803, DOI: 10.1080/13504622.2019.1677860. https://www-tandfonline-com.ezp.sub.su.se/doi/full/10.1080/13504622.2019.1677860

Ekström, L. & C. Lundholm (2018). 'What's positive about positive rights'? Students’ everyday understandings and the challenges of teaching political science. Journal of Political Science Education, 14(1), 1-16. http://www.tandfonline.com/doi/full/10.1080/15512169.2017.1370378

Harring, N., Torbjörnsson, T., & Lundholm, C. (2018). Solving environmental problems together? The roles of value orientations and trust in the state in environmental policy support among Swedish undergraduate students. Education Sciences.www.mdpi.com/2227-7102/8/3/124/pdf

Torbjörnsson, T., Harring, N. & C. Lundholm (2018). Environmental sustainability and legal education: Swedish law students' value orientations. Retfærd - Nordic Journal of Law and Justice, 3-4,99-115.

Harring, N., Davies, P., & C. Lundholm (2017). Learning economics and attitudes to market solutions to environmental problems. Education Sciences, 7, 36. Special issue on Sustainability, Environment and Education. http://www.mdpi.com/2227-7102/7/1/36/pdf

Ignell, C., Davies, P. & Lundholm, C. (2017). Understanding ’price’ and the environment: exploring upper secondary students’ conceptual development. Journal of Social Science Education, 16(1), 20-32. https://www.jsse.org/index.php/jsse/article/view/822

Garavito-Bermúdez, D., and C. Lundholm (2016). Exploring interconnections between local ecological knowledge, professional identity and sense of place among Swedish fishers. Environmental Education Research http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1146662

Garavito-Bermúdez, D., Lundholm., C. and B. Crona. (2016). Systems thinking and resource management: Linking a conceptual framework on systems thinking with experiential knowledge. Environmental Education Research, 22(1), 89-110. https://www.tandfonline.com/doi/full/10.1080/13504622.2014.936307?mobileUi=0

Lundholm, C., and C. Stöhr. (2014). Stakeholder dialogues and shared understanding: the case of co-managing fisheries in Sweden. Sustainability, 6(7): 4525-4536. Special issue on Communication for and about Sustainability. http://www.mdpi.com/2071-1050/6/7/4525

Stöhr, C., C. Lundholm, B. Crona and I. Chabay. (2014). Stakeholder participation and sustainable fisheries: an integrative framework for assessing adaptive comanagement processes. Ecology and Society, 19 (3): 14. [online] URL: http://www.ecologyandsociety.org/vol19/iss3/art14/

Ignell, C., Davies, P. & Lundholm, C. (2013). Swedish Upper Secondary School Students’ Conceptions of Negative Environmental Impact and Pricing. Sustainability, 5, 982-996. http://www.mdpi.com/2071-1050/5/3/982

Davies, P. & Lundholm, C. (2012). Students’ understanding of socio-economic phenomena: conceptions about the free provision of goods and services. Journal of Economic Psychology, 33, 79-89. https://www.sciencedirect.com/science/article/pii/S0167487011001218

Sternäng, L. & Lundholm. C. (2012). Climate Change and Costs: Investigating Chinese Students’ Reasoning on Nature and Economic Development. Conceptions of Nature and Economic Development. Environmental Education Research, 18, 417-436. https://www.tandfonline.com/doi/abs/10.1080/13504622.2011.630532

Lundholm, C. (2011). Society’s response to environmental challenges: citizenship and the role of knowledge, In Factis Pax, 5, 80-96. https://openjournals.utoledo.edu/index.php/infactispax/article/view/1094

Sternäng, L. & Lundholm, C. (2011). Climate change and morality: Students’ perspectives on the individual and society. International Journal of Science Education, 33(8), 1131-1148. https://www.tandfonline.com/doi/full/10.1080/09500693.2010.503765

Krasny, M., Lundholm, C. and R. Plummer. (2010). Resilience in Social-Ecological Systems: the Roles of Learning and Education. Editorial. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 463-474.

Krasny, M., Lundholm, C. and R. Plummer. (2010). Environmental Education, Resilience, and Learning: Reflection and Moving Forward. End editorial. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 665 – 672.

Lundholm, C & Plummer, R. (2010). Resilience and Learning: A Conspectus for Environmental Education. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 475-491.

Schultz, L & Lundholm, C. (2010). Learning for resilience? Exploring learning opportunities in Biosphere Reserves. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 645-663.

Rickinson, M. & Lundholm C. (2008). Exploring Students’ Learning Challenges in Environmental Education. Cambridge Journal of Education, 38, 3, 341-353.

Lundholm, C. (2007). Pricing nature at what price? A study on undergraduate students’ conceptions of economics. South African Journal of Environmental Education. Special issue Learning in a Changing World, 24, 126-140.

Lundholm, C. (2005). Learning about environmental issues. Undergraduate and postgraduate students’ interpretations of environmental content. International Journal of Sustainability in Higher Education, 6, 3, 242-253.

Lundholm, C. (2004). Learning about Environmental Issues in Engineering Programmes. A case study of first-year civil engineering students’ contextualisations of an ecology course. International Journal of Sustainability in Higher Education, 5, 3, 295-307.

Lundholm, C. (2004). Case studies – exploring students’ meaning and elaborating learning theories. Environmental Education Research, 10, 1, 115-124.

Chapters in books

Lundholm, C. (2018). Conceptual change and the complexity of learning. In T. Amin & O. Levrini (Eds.). Converging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences. (pp. 34-42). London: Routledge. Converging Perspectives on Conceptual Change

Lundholm, C. (2018). Klimatet som utmaning. Studenters lösningar på klimatproblem i ämnena ekonomi, statsvetenskap och juridik/The climate change challenge. Solutions among students in economics, law and political science. Project report. In Resultatdialog 2018/Dialogue on results. (pp. 80-83). Swedish Research Council. https://www.vr.se/download/18.ad27632166e0b1efab112b/1543831610155/Resultatdialog_VR_2018.pdf

Harring, N., Lundholm, C. and T. Torbjörnsson (2017). The effect of higher education in social science on perceptions of responsibility in the case of sustainability. In L. Filho, W., Brandli, L., Castro, P., & Newman, J. (Eds.) Handbook of Theory and Practice of Sustainable Development in Higher Education. (pp. 159-170). Volume 1. Springer: Berlin. https://www.springer.com/gp/book/9783319478678

Harring, N., Lundholm, C., & T. Torbjörnsson (2017). Högre utbildning och miljöattityder/Higher education and environmental attitudes i U. Andersson, J. Ohlsson, H. Oscarsson & M. Oskarson (Red). Larmar och gör sig till. (pp. 505-514). Göteborgs universitet: SOM-institutet. http://som.gu.se/digitalAssets/1649/1649037_505-514-harring--lundholm-o-torbj--rnsson.pdf

Lundholm, C. (2014). Ecological knowledge and sustainable resource management. In Resultatdialog 2014/Dialogue on Results 2014. (129-138). Swedish Research Council. Download pdf

Krasny, M., Lundholm, C., Shava, S., Lee, E., and Kobori, H. (2013). Urban Landscapes as Learning Arenas for Biodiversity and Ecosystem Services Management, in T. Elmqvist, M. Fragkias, J. Goodness, B. Güneralp, P. J. Marcotullio, R. I. McDonald, S. Parnell, M. Schewenius, M. Sendstad, K. C. Seto and C. Wilkinson (Eds). Urbanization, Biodiversity and Ecosystem Services: Challenges and Opportunities. A Global Assessment. (pp. 629-664). Dordrecht: Springer. http://www.springer.com/life+sciences/ecology/book/978-94-007-7087-4

Lundholm, C. & Davies, P. (2013). Conceptual Change in the Social Sciences. In S. Vosniadou (Ed.). International Handbook of Research on Conceptual Change. (pp. 288-304). New York: Routledge. 2nd edition. www.routledge.com/books/details/9780415898836

Lundholm, C., Hopwood, N. & Rickinson, M. (2013). Environmental learning: Insights from research into the student experience. In Brody, M., Dillon, J., Stevenson, R., & Wals, A. (Eds.). International Handbook of Research on Environmental Education. (pp. 242-251). New York: Routledge. http://www.routledge.com/books/details/9780415892391

Lundholm, C. (2010). Lärandets rationalitet och komplexitet/ The rationality and complexity of learning. I Lundholm, Petersson & Wistedt (Eds). Begreppsbildning i ett intentionellt perspektiv/Conceptual development from an intentional perspective. (13-21). Stockholm: Stockholm universitets förlag. https://www.researchgate.net/publication/272679002_Larandets_rationalitet_och_komplexitet_The_rationality_and_complexity_of_learning

Lundholm, C. (2008). Discourse, cause and change: A study on economics students’ conceptions of child labour. In Öhman, J. (Ed.). Ethics and Democracy in Education for Sustainable Development. Contributions from Swedish Research, (pp. 109-122) Stockholm: Liber. https://www.researchgate.net/publication/272486456_Discourse_cause_and_change_A_study_on_economics_students'_conceptions_of_child_labour

Research projects

Ongoing

Completed

Climate change - developing social science teaching for advancing knowledge, action and hope

This research project aims to develop teaching in social science education that addresses solutions, and develop hope and action with the youth.