Stockholm Resilience Centre (Biology Section)

Jenny Beckman

2010-10-25T09:30:47Z

Örjan Bodin

2010-10-25T09:31:32Z

Beatrice Crona

2010-10-25T09:33:18Z

Lisa Deutsch

2010-10-25T09:34:51Z

Malin Falkenmark

2010-08-20T12:57:43Z

Carl Folke

2010-10-25T09:35:28Z

Victor Galaz

2010-10-25T09:36:01Z

Line Gordon

2010-10-25T09:36:25Z

Thomas Hahn

2010-10-25T09:37:18Z

Miriam Huitric

2010-10-25T09:36:58Z

Markus Larsson

2010-10-25T10:45:24Z

Cecilia Lundholm

2013-03-12T18:56:14Z

My interest concerns conceptual development, conceptual change and instruction in the social sciences (including environmental and geography education). Current work in this field is conducted together with PhD student Caroline Ignell, Dep of Education and Prof Peter Davies, University of Birmingham.

As from 2011 I am Director of the Centre for Teaching and Learning in the Social sciences (www.cesam.su.se/english) where research and education is being advanced.

My research interests also concern communication and learning about environmental and sustainability issues. In particular, the interest focuses on learning about nature, society and the individual and the relationship between these.

I am also researcher and associate professor at the Department of Education, member of the group on Conceptual Development, and working as researcher at Stockholm Resilience Centre.

A presentation of my work can be found as ‘White board talk’ video at the website of Stockholm Resilience Centre.

Also, there is an interview in Formas’ journal, June issue, 2011 and in Swedish http://miljoforskning.formas.se/sv/Nummer/Juni-2011/Innehall/Temaartiklar/Prata-om-samhallet

Projects

A 4-year project is starting 2013 funded by the Swedish Research council, The climate change challenge. Solutions among students in economics, political science and law. The research programme addresses questions concerning the solutions students choose regarding environmental challenges and climate change and the role of knowledge and values of such choices. It is carried out in collaboration with Peter Davies, University of Birmingham, and, Andreas Duit, Dep of political science, David Langlet, Dep of law, and, Astri Muren, Dep of economics, Stockholm University. http://www.cesam.su.se/english/research/research-projects/the-climate-change-challenge

Another project also funded but the Research Council in which I am involved is, Global Survey of Learning, Participation and Ecosystem management in Biospehere Reserves. It is managed by Andreas Duit, Dep of political science. Other participants are Lisen Schultz and Örjan Bodin, Stockholm Resilience Centre. http://www.statsvet.su.se/English/Research/glean.htm

Publications

Books
Krasny, M., Lundholm, C. & Plummer, P. (2011). Resilience in social-ecological systems: the roles of learning and education. London: Routledge.

http://www.routledge.com/books/details/9780415552530

http://www.stockholmresilience.org/21/education/educational-news/12-6-2010-revamping-environmental-education.html

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

Articles

Ignell, C., Davies, P. & Lundholm, C. (2013). Swedish Upper Secondary School Students’ Conceptions of Negative Environmental Impact and Pricing. Sustainability. 5, 982-996; doi:10.3390/su5030982
http://www.mdpi.com/2071-1050/5/3/982

Sternäng, L. & Lundholm. C. (2012). Climate Change and Costs: Investigating Chinese Students’ Conceptions of Nature and Economic Development. Environmental Education Research, 18, 417-436. http://www.stockholmresilience.org/21/education/educational-news/1-24-2012-dilemma-what-dilemma.html

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. (2011). Climate change and morality: Students’ perspectives on the individual and society. International Journal of Science Education, 33(8), 1131-1148.

Lundholm, C. (2011). Society’s response to environmental challenges: citizenship and the role of knowledge, In Factis Pax, 5, 80-96.

http://www.stockholmresilience.org/21/education/educational-news/4-18-2011-what-environmental-education-is-missing.html

http://www.infactispax.org/journal

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) 645-663.

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) 665-672.

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.

Chapters in books

Lundholm, C. & Davies, P. (2013). Conceptual Change in the Social Sciences. In Vosniadou (Ed.). International Handbook of 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 (Red). Begreppsbildning i ett intentionellt perspektiv/Conceptual development from an intentional perspective. (13-21). Stockholm: Stockholm universitets förlag. http://www.suforlag.se/1100/1100.asp?id=3887

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.

Magnus Nyström

2013-02-13T14:01:37Z

Per Olsson

2010-10-25T09:40:38Z

Garry Peterson

2010-10-12T12:29:20Z

Johan Rockström

2010-10-25T09:41:56Z

Oleg Pavlovitch Savchuck

2010-10-25T09:40:59Z

Max Troell

2010-10-25T09:43:52Z

Jeff Ranara

2010-10-25T09:55:27Z

Johan Colding

2010-10-25T10:34:01Z

Johanna Mård Karlsson

2010-10-13T13:52:04Z

Matilda Valman

2010-10-21T07:35:48Z

Catherine Wilkinson

2010-10-21T14:43:33Z

Arvid Bergsten

2010-10-25T10:19:08Z

Carole Crumley

2011-05-09T06:22:51Z

Elin Enfors

2011-01-04T12:20:34Z

Emily Boyd

2010-10-25T10:30:36Z

Franciska Rosen

2010-10-25T10:32:39Z

Lisen Schultz

2011-03-21T10:07:04Z

Markku Pyykönen

2010-10-25T10:43:41Z

Martina Kadin

2010-10-25T10:46:55Z

Olof Olsson

2010-10-25T10:54:08Z

Reinette Oonsie Biggs

2010-11-18T13:02:49Z

Håkan Berg

2010-12-14T11:41:27Z

Diana Garavito Bermúdez

2013-05-15T19:33:11Z

My research is part of the project "Ecological knowledge and sustainable resource management: The role of knowledge acquisition in enhancing the adaptive capacity of co-management arrangements" funded by the Swedish Research Council's Committee for Sustainable Development. Parting from two study-cases in Sweden (Lake Vättern and Blekinge Archipelago (Baltic Sea)), it focuses on the description and analysis of fishers' ecological knowledge from a systemic view, and a discussion about how this knowledge is generated and used by fishers themselves and in fisheries management.

This pedagogical research combines ecological and sociological perspectives for the discussion about the generation, use and role of fishers' ecological knowledge. Furthermore, it discusses how small-scale fishing matters in the generation of knowing ecosystems’ complexity. Dialectical constructivism is the main theoretical framework used for this research, integrating others theories about professional and experiential dimensions of this knowledge, and also fishing strategies’ role in knowledge generation.

According to some of the results of this research, knowing ecosystems' complexity is central part of fishers' ecological knowledge, and their professional skills. In order to know and deal with this complexity, cognitive challenges have to been faced. In this sense,systems thinking seems to be the way for knowing complexity, which is developed and performed through experience, apprenticeship, and formal schooling.

The contribution of this research lies in introducing a systemic approach of looking at cognitive aspects of construction and use of ecological knowledge, which could be of importance taking into consideration that this is part of the ecological knowledge that may be required as natural resources are declining, demand is rising, and unexpected changes e.g. those caused by climate change effects constitute real difficulties and challenges for management. We are going into an era when more and more emphasis is put on learning and local ecological knowledge for sustainable governance of natural resources; consequently, it contributes to a better understanding of complexity bringing a new paradigm of dynamism that characterizes social systems.

Moreover, it discusses the importance of integrate fishers ecological knowledge, the variety of fisheries and fishers, the significance of small-scale fishing for the contruction of ecological knowledge for sustainable fishing management and practices.
CURRENT EXTERNAL WORK. Since 2011, I am a part of the PhD Transdisciplinary Group for Environmental Studies at Stockholm University supported by Stockholm Resilience Centre.

TEACHING AT UNGRADUATE-LEVEL. Pedagogy 1. Socialization and Development Course. Department of Education. Stockholm University. Autumn 2009, Spring-Autumn 2010, Spring 2011. Pedagogogy 1. Communication and meaning making. Department of Education. Stockholm University. Autumn 2011 and Spring 2012. B- Essay in Pedagogy Course. Department of Education. Stockholm University. Autumn 2010.

Maria Schultz

2011-03-21T13:43:50Z

Maja Schlüter

2012-04-23T14:17:06Z