Helen Hasslöf
Biographic Data
| ID | 6553108 |
|---|---|
| NAME | Helen Hasslöf |
| GIVEN NAMES | Helen |
| FAMILY NAME | Hasslöf |
| SIGNATURE | HASSLÖF H |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0002-1730-4655 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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…
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-…
Critical thinking as room for subjectification in Education for Sustainable Development
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in …
Educating for sustainable production and consumption and sustainable livelihoods
Critical thinking as room for subjectification in Education for Sustainable Development
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in …
Educating for sustainable production and consumption and sustainable livelihoods
Educating for sustainable production and consumption and sustainable livelihoods
Critical thinking as room for subjectification in Education for Sustainable Development
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in …
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-…
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…
Sociology (4 works) · Environmental Education and Sustainability (3 works) · Pedagogy (3 works) · Anthropocene (2 works) · Climate Change Communication and Perception (2 works) · Environmental ethics (2 works) · Epistemology (2 works) · Philosophy (2 works) · Political science (2 works) · Sustainable development (2 works)