Jesper Sjöström
Biographic Data
| ID | 3462726 |
|---|---|
| NAME | Jesper Sjöström |
| GIVEN NAMES | Jesper |
| FAMILY NAME | Sjöström |
| SIGNATURE | SJÖSTRÖM J |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0002-3083-1716 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Contextualising an International Science Curriculum in the Anthropocene
The urgent and contemporary challenges of the Anthropocene confront science education and the historical period in which science education has developed. Engaging with this confrontation, the article turned to experienced chemistry teachers in a case study by exploring how they approach school chemistry knowledge in the Anthropocene. Focus group discussions among experienced upper secondary chemistry teachers were analysed to address this aim. Fi…
Towards critical global functional scientific literacies
Amid intensifying global crises—including environmental degradation, socio-ecological injustices, and widespread public mistrust in science—science education must be re-envisioned through more critical and global but also local inclusive lenses. This response article critically engages with the recent contribution by Lederman et al. (2025), who introduce the concept of global functional scientific literacy. While their intervention is timely, we …
Traces of Bildung in Upper Secondary Science Education
There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary…
Implications of the Concept of Glocalization for Science Education for Sustainability with a Specific View on Promoting Water Literacy
Challenges in global water use draw attention to narratives that raise awareness and influence policy but often fail to address specific local issues effectively. The idea of glocalization integrates global and local perspectives and recognizes the unique ecological knowledge of local and indigenous communities, which may differ from Western modern scientific views. This study provides a comprehensive analysis of the literature in education, spec…
Becoming a science teacher in the Anthropocene
In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students' discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-…
Education for Sustainability Meets Confucianism in Science Education
Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainabilit…
ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik
In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung . It means powerful knowledge containing em…
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrat…
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on…
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent year…
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent year…
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent year…
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on…
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrat…
ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik
In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung . It means powerful knowledge containing em…
Education for Sustainability Meets Confucianism in Science Education
Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainabilit…
Becoming a science teacher in the Anthropocene
In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students' discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-…
Towards critical global functional scientific literacies
Amid intensifying global crises—including environmental degradation, socio-ecological injustices, and widespread public mistrust in science—science education must be re-envisioned through more critical and global but also local inclusive lenses. This response article critically engages with the recent contribution by Lederman et al. (2025), who introduce the concept of global functional scientific literacy. While their intervention is timely, we …
Traces of Bildung in Upper Secondary Science Education
There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary…
Implications of the Concept of Glocalization for Science Education for Sustainability with a Specific View on Promoting Water Literacy
Challenges in global water use draw attention to narratives that raise awareness and influence policy but often fail to address specific local issues effectively. The idea of glocalization integrates global and local perspectives and recognizes the unique ecological knowledge of local and indigenous communities, which may differ from Western modern scientific views. This study provides a comprehensive analysis of the literature in education, spec…
Contextualising an International Science Curriculum in the Anthropocene
The urgent and contemporary challenges of the Anthropocene confront science education and the historical period in which science education has developed. Engaging with this confrontation, the article turned to experienced chemistry teachers in a case study by exploring how they approach school chemistry knowledge in the Anthropocene. Focus group discussions among experienced upper secondary chemistry teachers were analysed to address this aim. Fi…
Pedagogy (7 works) · Sociology (7 works) · Philosophy (6 works) · Science education (6 works) · Epistemology (5 works) · Science Education and Pedagogy (5 works) · Bildung (4 works) · Education and Critical Thinking Development (4 works) · Environmental Education and Sustainability (4 works) · Environmental ethics (4 works)