Profiles

Cecilia Lundholm

Cecilia Lundholm

Professor

Visa sidan på svenska
Works at Department of Humanities and Social Sciences Education
Telephone 08-16 40 42
Email cecilia.lundholm@hsd.su.se
Visiting address Svante Arrhenius väg 20 A, plan 4
Room P 449
Postal address Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik 106 91 Stockholm

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 particularly interested in social science and climate change education and the role of social science knowledge for environmental policy support in relation to climate change - that is, large scale collcetive action problems - and for developing agency and hope among students (cf. Jie 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.

Project

The Climate Change Challenge. Solutions among students in economics, law and political science is a project funded by the Swedish Research Council (2012-2017). The research programme addresses 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 is carried out in collaboration with: Prof. Peter Davies, School of Education, University of Birmingham; 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 Humanities and Social Science Education, Stockholm University (now at Karlstad 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. (accepted). Are policies controversial? Exploring students’ views in economics on impartiality, values, political controversy and knowledge for environmental change. Nordic Conference in Social Studies Didactics, March 31–April 1, 2020, Vasa, Finland. 

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. 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

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.

 

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 emeritus Peter Davies, University of Birmingham, UK, senior lecturer Caroline Ignell, Department of Education, Stockholm University, PhD Ann-Sofie Jägerskog, Department of Humanities and Social Science Education, and senior lecturer Linda Ekström, Södertörn University.

PhD students are Mattias Arrhenius and Mattias Björklund, Department of Humanities and Social Science Education.

 

Interviews and films 

Investigating the impact of knowledge on climate action - filmed lecture at Brock University, April 5, 2019

Challenges for Learning - Filmed interview, Pedagogeeks, Stockholm University

Samhällskunskapslärare viktiga för elevers miljöhandlingar - intervju på Stockholm universitets hemsida

Demokrati, den kollektiva handlingens dilemma och utbildning – filmad föreläsning med Cecilia Lundholm och statsvetare Sverker Jagers samt diskussion med Karin Bäckstrand, Stockholms universitet (SVT ForumHållbarhetsforum 2019)

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

Demokrati, populism, klimat och utbildning - film (1.08) från panelsamtal, Hållbarhetsforum 2019

Samhällskunskapslärare viktiga för att lösa klimatfrågan - Lärarutbildningarnas nyhetsbrev 2019

Forskare & femteklassare möttes i Levande Frågelådan

Vad händer när vi lär oss saker? Intervju i Stockholm universitets utbildningskatalog 2019

 

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., Lundholm, C. and G. Bladh (accepted). Swedish 12-13 year-old students’ conceptions of the causes and processes forming eskers and erratics. Journal of Geoscience Education.

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. 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. http://www.infactispax.org/journal

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

Teaching

I teach at all levels at the department.

I also teach in the course Environment, lifestyles, and individuals at the Department of Political Science, Stockholm University, and the master program International Master's Programme in Environmental Social ScienceEnvironmental social science is the interdisciplinary study of what governs people’s behaviour, beliefs and ways of organising themselves in relation to the natural environment.

Research

 

Projects

See above.

Publications - see above

See also link at the top of the page to the right - for all published papers.

Last updated: July 6, 2020

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