Profiles

Cecilia Lundholm

Cecilia Lundholm

Professor

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Arbetar vid Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik
Telefon 08-16 40 42
E-post cecilia.lundholm@hsd.su.se
Besöksadress Svante Arrhenius väg 20 A, plan 4
Rum P 449
Postadress Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik 106 91 Stockholm

Om mig

Jag är professor i pedagogik med inriktning mot undervisning och lärande i samhällsvetenskapliga ämnen.

Min forskning rör undervisning och lärande i olika samhällsvetenskapliga ämnen i grund- och gymnasieskolan samt högre utbildning,  främst ekonomi, geografi, samhällskunskap och statsvetenskap. Vidare är klimat- och miljöundervisning i fokus och forskningen rör särskilt betydelsen av undervisning i samhällskunskap för miljövänliga kollektiva handlingar, stödja elevers handlingsmöjligheter och inge elever hopp (cf. Jie Li and Monroe, 2019; Ojala, 2019).

Den ämnesdidaktiska forskning jag bedriver lägger fokus på att beakta både ämnet och hur det ska transformeras och studenter (deras förförståelse, intresse, attityder) vid utformning av undervisning, kallat Didaktisk Rekonstruktion (Model of Educational Reconstruction) (Duit et al. 2012).

Jag var ledamot i styrelsen för European Association for Research on Learning and Instruction (EARLI), Europas största organsiation för utbildningsvetenskaplig forskning, under 2017-2019.

EARLI:s special interest group Conceptual Change arrangerar konferens vartannat år.

Den 1 augusti 2019 till 31 januari 2020 var jag på sabbatical på UCLA finansierat av Riksbankens Jubileumsfond.

 

Ny kurs!

Tillsammans med kollegor på Stockholms universitet ges en multidisciplinär distanskurs Climate change, communication and education som ger kunskap om klimatförändringar samt lösningar utifrån ekonomiska, politiska och juridiska perspektiv.

 

Projekt

Utveckling av samhällskunskapsundervisning rörande klimatförändnirngar, styrmedel och handling

I november startar ett pilotprojekt som fokuserar samhällskunskapsundervisning om styrmedel och hur samhället kan hantera sociala dilemman som utvecklar elevers lärande samt deras känsla av hopp och agens.

 

Klimatet som utmaning. Studenters lösningar på klimatproblem i ämnena ekonomi, statsvetenskap och juridik. Finansierat av Vetenskaprådet 2012-2017. Projeketet rör undervisning i samhällskunskap och samhällsvetenskapliga ämnen och betydelsen av kunskap för miljövänliga handlingar. 

Projekt i samarbete med: Prof. emeritus Peter Davies, School of Education, University of Birmingham; FD Linda Ekström, Luleå Tekniska Universitet, numera på Södertörns högskola, FD Niklas Harring, Statsvetenskapliga instiutionen, Göteborgs universitet; Doktorand, numera lektor, Caroline Ignell, Institutionen för pedagogik och didaktik, Stockholms universitetet samt FD Tomas Torbjörnsson, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitetet, numera på Karlstad universitet. 

Publikationer från projektet

(För övriga publikationer se Forskning nedan alt. klicka på länk uppe till höger).

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

Uppfattar studenter undervisning i statsvetenskap som politisk? På vilket sätt? Läs en presentation av artikeln här

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 responser to climate change. Environmental Education Research, 25(5), 615-631.  https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1523369

Läs mer om artikeln här

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.

Läs mer om artikeln och symposiet här

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. Resultatdialog 2018. (pp. 80-83). Projektrapport. Vetenskapsrådet. 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

Hur ser studenter på ägande och miljö - vem är vinnare och förlorare? Påverkar utbildning i ekonomi, juridik och statvetenskap studenters uppfattningar? Läs om artikeln och resultat här

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.

 

Intervjuer och filmer

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

Lärandets utmaningar - Filmintervju Pedagogeeks Stockholms universitet

Investigating the impact of knowledge on climate action - filmad föreläsning på Brock University, 2019

Forskare & femteklassare möttes i Levande Frågelådan

Samhällskunskapslärare viktiga för att lösa klimatfrågan - Lärarutbildningarnas nyhetsbrev

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

 

Externa forskningsmedel

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.

 

Forskningsgrupp Begreppsbildning

På HSD leder jag forskningsgruppen Begreppsbildning/Conceptual Change med fokus på geografi, miljö, samhällskunskap och samhällsvetenskap i högre utbildning, läs mer här -  Forskningsgrupp Conceptual Change

Gruppen består av Prof. Gabriel Bladh, Karlstad Universitet, Prof. emeritus Peter Davies, University of Birmingham, UK och lektor Caroline Ignell, Instititutionen för pedagogik och didaktik, Stockholms universitet, FD Ann-Sofie Jägerskog, HSD samt lektor Linda Ekström, Södertörns högskola.

I gruppen ingår också doktoranderna Mattias Arrhenius och Mattias Björklund på HSD.

 

Undervisning

Ny kurs!

Tillsammans med kollegor på Stockholms universitet ges en multidisciplinär distanskurs Climate change, communication and education som ger kunskap om klimatförändringar samt lösningar utifrån ekonomiska, politiska och juridiska perspektiv

Jag undervisar på alla nivåer på HSD samt på Statsvetenskapliga institutionen och master kursen Environment, lifestyles, and individuals på masterprogrammet 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.

 

 

 

Forskning

 

Publikationer

Ladda ner publikationer (artiklar, kapitel och konferensbidrag) https://www.researchgate.net/profile/Cecilia_Lundholm2

Böcker

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

Artiklar

Arrhenius, M., Lundholm, C. and G. Bladh (in press). 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

Läs en presentation av artikeln här

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

Läs en presentation av artikeln här

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

Läs en presentation av artikeln här

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

Läs en presentation av artikeln här

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

Läs en presentation av artikeln här

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.

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.

Kapitel i böcker

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. Resultatdialog 2018. (pp. 80-83). Vetenskapsrådet. 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.

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

 

Publikationer

Senast uppdaterad: 1 oktober 2020

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