Maria Hedefalk
Biographic Data
| ID | 1229052 |
|---|---|
| NAME | Maria Hedefalk |
| GIVEN NAMES | Maria |
| FAMILY NAME | Hedefalk |
| SIGNATURE | HEDEFALK M |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0002-0058-7660 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Didactical model for developing children’s mathematical and ethical reasoning
Today, sustainability issues necessitate cross-curricular approaches, where mathematics plays an important role. Critical questions, such as climate change, encompass multiple dimensions, and we need an education to understand and address these challenges. Previous research on what such education can look like has mainly focused on older students, and very few have focused on younger children. Using the iterative process of didactic modelling, th…
Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container
Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching c…
Didactical dilemmas when planning teaching for sustainable development in preschool
In this article we analyze preschool teacher students' conversations during the planning of a teaching project concerned with sustainable development. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching “the right way” to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to iden…
Education for sustainable development in early childhood education
The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to …
Teaching for Action Competence
The focus of this article is to explore preschool children's possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show h…
Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container
Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching c…
Didactical dilemmas when planning teaching for sustainable development in preschool
In this article we analyze preschool teacher students' conversations during the planning of a teaching project concerned with sustainable development. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching “the right way” to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to iden…
Teaching for Action Competence
The focus of this article is to explore preschool children's possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show h…
Education for sustainable development in early childhood education
The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to …
Didactical dilemmas when planning teaching for sustainable development in preschool
In this article we analyze preschool teacher students' conversations during the planning of a teaching project concerned with sustainable development. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching “the right way” to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to iden…
Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container
Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching c…
Didactical model for developing children’s mathematical and ethical reasoning
Today, sustainability issues necessitate cross-curricular approaches, where mathematics plays an important role. Critical questions, such as climate change, encompass multiple dimensions, and we need an education to understand and address these challenges. Previous research on what such education can look like has mainly focused on older students, and very few have focused on younger children. Using the iterative process of didactic modelling, th…
Environmental Education and Sustainability (5 works) · Pedagogy (4 works) · Psychology (4 works) · Sustainability (4 works) · Children's Rights and Participation (3 works) · Education for sustainable development (3 works) · Sociology (3 works) · Computer Science (2 works) · Ecology (2 works) · Environmental education (2 works)