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Alexandersson, Mikael
Publications (2 of 2) Show all publications
Rögnvaldsson, T., Brink, J., Florén, H., Gaspes, V., Holmgren, N., Lutz, M., . . . Sandberg, M. (2014). ARC13 – Assessment of Research and Coproduction: Reports from the assessment of all research at Halmstad University 2013. Halmstad: Halmstad University Press
Open this publication in new window or tab >>ARC13 – Assessment of Research and Coproduction: Reports from the assessment of all research at Halmstad University 2013
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2014 (English)Report (Other (popular science, discussion, etc.))
Abstract [en]

During 2013, an evaluation of all the research conducted at Halmstad University was carried out. The purpose was to assess the quality of the research, coproduction, and collaboration in research, as well as the impact of the research. The evaluation was dubbed the Assessment of Research and Coproduction 2013, or ARC13. (Extract from Executive Summary)

Place, publisher, year, edition, pages
Halmstad: Halmstad University Press, 2014. p. 110
Keywords
Halmstad University, research evaluation, coproduction
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hh:diva-24789 (URN)978-91-87045-06-6 (ISBN)978-91-87045-05-9 (ISBN)
Funder
Knowledge Foundation
Available from: 2014-03-10 Created: 2014-03-05 Last updated: 2019-04-17Bibliographically approved
Dimenäs, J. & Alexandersson, M. (2012). Crossing disciplinary borders: Perspectives on learning about sustainable development. Journal of Teacher Education for Sustainability, 14(1), 5-19
Open this publication in new window or tab >>Crossing disciplinary borders: Perspectives on learning about sustainable development
2012 (English)In: Journal of Teacher Education for Sustainability, ISSN 1691-4147, E-ISSN 1691-5534, Vol. 14, no 1, p. 5-19Article in journal (Refereed) Published
Abstract [en]

With regard to education, traditional environmentally-related issues have been intertwined with courses in natural sciences, which could entail opportunities as well as difficulties. The study concerns two knowledge matters that are usually divided into two different subject traditions - water and justice. In this article, we focus on the way teachers consider instruction within the frameworks of these two discourses and how teaching is related to sustainable development. The findings suggest that water and justice are two examples that are suitable for the problematisation of sustainable development with respect to holistic education. Current educational policies in Sweden advocate a tendency towards a more closed and subject-centred discourse, which means that the ability to successfully teach about sustainable development is made even more problematic.

Place, publisher, year, edition, pages
Daugavpils: Daugavpils Universitate, 2012
Keywords
content, teaching, learning, civic science, socio-scienti c, sustainable development
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-37452 (URN)10.2478/v10099-012-0001-0 (DOI)2-s2.0-84865992696 (Scopus ID)
Note

cited By 4

Available from: 2018-07-02 Created: 2018-07-02 Last updated: 2018-07-02Bibliographically approved
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