Eva Bergman
Biographic Data
| ID | 5814751 |
|---|---|
| NAME | Eva Bergman |
| GIVEN NAMES | Eva |
| FAMILY NAME | Bergman |
| SIGNATURE | BERGMAN E |
| AFFILIATIONS | Ministry for Foreign Affairs |
| ORCID | 0000-0003-2220-1615 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Teaching Socioscientific Issues
To provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagog…
Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development
This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum, all teachers in all subjects should integrate a holist…
The barriers encountered by teachers implementing education for sustainable development
Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to im…
Social Effects of Migration in Receiving Countries
Using a theoretical approach, this paper discusses the treatment of different aspects of the social effects of migration in receiving countries which centers around key issues such as ethnicity, discrimination, and the impact of general policy measures upon ethnic relations. Countries may be classified with respect to relations between ethnic groups in the following ways: 1) those that are either plural or multi-ethnic, 2) those consisting of mai…
Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development
This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum, all teachers in all subjects should integrate a holist…
Social Effects of Migration in Receiving Countries
Using a theoretical approach, this paper discusses the treatment of different aspects of the social effects of migration in receiving countries which centers around key issues such as ethnicity, discrimination, and the impact of general policy measures upon ethnic relations. Countries may be classified with respect to relations between ethnic groups in the following ways: 1) those that are either plural or multi-ethnic, 2) those consisting of mai…
Social Effects of Migration in Receiving Countries
Using a theoretical approach, this paper discusses the treatment of different aspects of the social effects of migration in receiving countries which centers around key issues such as ethnicity, discrimination, and the impact of general policy measures upon ethnic relations. Countries may be classified with respect to relations between ethnic groups in the following ways: 1) those that are either plural or multi-ethnic, 2) those consisting of mai…
The barriers encountered by teachers implementing education for sustainable development
Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to im…
Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development
This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum, all teachers in all subjects should integrate a holist…
Teaching Socioscientific Issues
To provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagog…
Vocational education (3 works) · Computer Science (2 works) · Curriculum (2 works) · Environmental Education and Sustainability (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Sustainability in Higher Education (2 works) · Business (1 work)