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Christel Persson
Fakulteten för naturvetenskap, Högskolan Kristianstad

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Journal article
Published: 01 January 2020 in Högre utbildning
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Enligt Högskolelagen skall högskolorna i sin verksamhet främja en hållbar utveckling. FNs Agenda 2030 och dess 17 globala hållbarhetsmål belyser ytterligare högskolornas roll att utveckla och sprida kunskap om hållbar utveckling. Det ställs dock krav på högskolelärares insikter kring hållbarhetsbegreppet och iscensättandet av dess flervetenskaplighet i undervisningssituationen. Den här artikeln beskriver en fakultetsövergripande högskolepedagogisk kurs, Undervisning för hållbar utveckling, med dessa krav som utgångspunkt. Kursens genomförande och design presenteras, liksom syfte och lärdomar.

ACS Style

Christel Persson; Maria Melén; Daniel Einarson. Undervisning för hållbar utveckling: att stödja högskolelärares arbete med Agenda 2030. Högre utbildning 2020, 10, 18 -24.

AMA Style

Christel Persson, Maria Melén, Daniel Einarson. Undervisning för hållbar utveckling: att stödja högskolelärares arbete med Agenda 2030. Högre utbildning. 2020; 10 (1):18-24.

Chicago/Turabian Style

Christel Persson; Maria Melén; Daniel Einarson. 2020. "Undervisning för hållbar utveckling: att stödja högskolelärares arbete med Agenda 2030." Högre utbildning 10, no. 1: 18-24.

Journal article
Published: 24 September 2019 in Sustainability
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Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

ACS Style

Irmeli Palmberg; Sirpa Kärkkäinen; Eila Jeronen; Eija Yli-Panula; Christel Persson. Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification. Sustainability 2019, 11, 5231 .

AMA Style

Irmeli Palmberg, Sirpa Kärkkäinen, Eila Jeronen, Eija Yli-Panula, Christel Persson. Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification. Sustainability. 2019; 11 (19):5231.

Chicago/Turabian Style

Irmeli Palmberg; Sirpa Kärkkäinen; Eila Jeronen; Eija Yli-Panula; Christel Persson. 2019. "Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification." Sustainability 11, no. 19: 5231.

Journal article
Published: 27 April 2019 in Education Sciences
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Children explore their environment through experiences and each experience is meaningful in developing their environmental consciousness and identity. On the basis of the drawn landscape experiences, the present qualitative study set out to find out what landscapes the participating students deemed worth conserving. The data consisted of the drawings of 11- to 16-year-old Finnish (n = 311) and Swedish (n = 246) students. Deductive and inductive content analyses were used to analyse the data. The results showed that all three landscape types; nature, built, and social were presented in the drawings. Nature and built landscapes were the most frequent types, with the proportion of nature landscapes increasing and that of built landscapes decreasing with age. There were gender and cultural preferences: boys drew built landscapes more often than girls; and Finnish students drew summer cottages, a cultural phenomenon typical of Finnish landscapes, which was not found in Swedish drawings. Similarities in Finnish and Swedish data were identified e.g., in forest and water and “cultural landscapes”. Some of the students displayed a more distant, observing role, whereas others adopted an active one in relation to all three landscape types. The results are discussed in connection to the landscape theories and earlier findings of the drawn environments.

ACS Style

Eija Yli-Panula; Christel Persson; Eila Jeronen; Varpu Eloranta; Heini-Marja Pakula. Landscape as Experienced Place and Worth Conserving in the Drawings of Finnish and Swedish Students. Education Sciences 2019, 9, 93 .

AMA Style

Eija Yli-Panula, Christel Persson, Eila Jeronen, Varpu Eloranta, Heini-Marja Pakula. Landscape as Experienced Place and Worth Conserving in the Drawings of Finnish and Swedish Students. Education Sciences. 2019; 9 (2):93.

Chicago/Turabian Style

Eija Yli-Panula; Christel Persson; Eila Jeronen; Varpu Eloranta; Heini-Marja Pakula. 2019. "Landscape as Experienced Place and Worth Conserving in the Drawings of Finnish and Swedish Students." Education Sciences 9, no. 2: 93.

Articles
Published: 10 May 2018 in Journal of Science Teacher Education
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People’s knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people’s positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers’ and student teachers’ views is an essential step in considering the ways in which sustainability might be interpreted and enacted in schools and in teacher education. The aim of this study is to analyze student teachers’ views on the importance of species and species identification in general and as a part of their professional development regarding their understanding of biodiversity and sustainability. A total of 426 student teachers in Finland, Norway, and Sweden answered a questionnaire consisting of fixed and open-ended questions. Mixed methods were used: t test and analysis of variance for quantitative data and inductive and deductive, model-based content analysis for qualitative data. According to the majority of student teachers (85%), both species identification and biodiversity are important for sustainability; species identification in general was important to 58% of them. Their statements about importance contained mostly ecological views (46%), followed by emotional (17%), educational (16%), and utilitarian (11%) views. The remainder of the student teachers’ statements (10%) contained negativistic or indifferent views. The reasons for the low percentage of educational views are discussed. The implications of the results for teacher education worldwide are emphasized, especially the importance of those teaching methods that have the potential to increase student teachers’ understanding of sustainability.

ACS Style

Irmeli Palmberg; Mikaela Hermans; Eila Jeronen; Sirpa Kärkkäinen; Christel Persson; Eija Yli-Panula. Nordic Student Teachers’ Views on the Importance of Species and Species Identification. Journal of Science Teacher Education 2018, 29, 397 -419.

AMA Style

Irmeli Palmberg, Mikaela Hermans, Eila Jeronen, Sirpa Kärkkäinen, Christel Persson, Eija Yli-Panula. Nordic Student Teachers’ Views on the Importance of Species and Species Identification. Journal of Science Teacher Education. 2018; 29 (5):397-419.

Chicago/Turabian Style

Irmeli Palmberg; Mikaela Hermans; Eila Jeronen; Sirpa Kärkkäinen; Christel Persson; Eija Yli-Panula. 2018. "Nordic Student Teachers’ Views on the Importance of Species and Species Identification." Journal of Science Teacher Education 29, no. 5: 397-419.