Cecilia Caiman
Biographic Data
| ID | 6674494 |
|---|---|
| NAME | Cecilia Caiman |
| GIVEN NAMES | Cecilia |
| FAMILY NAME | Caiman |
| SIGNATURE | CAIMAN C |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0002-0905-7439 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Considerations for the teacher-researcher collaboration during the mangling phase of didactic modelling in primary science
This study presents the findings of a collaboration between teachers and a researcher who worked together through didactic modelling. The aim of the study was to explore how the mangling phase can be designed and managed in a way that values and utilise teachers’ unique knowledge. Data, comprising audio and video recordings of conversations and lessons, collages and sketches, were analysed with practical epistemology analysis (PEA). Based on how …
Every step is an adventure
This study focuses on the role of play and imagination in the fostering of ecological literacy in education. The aim is to explore how playful learning activities in ecological fieldwork in adult education could support ecological literacy and what aspects of ecological literacy might be afforded. Theoretically, the study draws on the work of Donna Haraway, employing her concept of becoming-with, and symstories. The research questions are: (I) Wh…
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education
The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of the science epistemic discourse. We present an empirical account of students' explorations through diff…
Making kin in the forest
This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy.Ecological literacy is explored by employing Donna Haraway's notions of becoming-with and companion species.The study is based on fieldwork with a group of adult learners attending a folk high school in Sweden.The participants are followed as they encounter and are becoming-with species of the forest.Th…
Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
This article illustrates a research project in a Swedish elementary school where young students are engaged in a project on ecology. Species, digital resources and nature contribute to place-based exploration of ecological issues, relevant in learning for sustainability. Since children grow up in a digital era, their meaning-making is transversed by oral, digital and physical modes. By launching the terms relations, gaps, stand fast and chain of …
Aesthetic experience and imagination in early elementary school science – a growth of ‘Science–Art–Language–Game’
The purpose is to contribute knowledge to the field regarding the role of aesthetic experience when young students participate in intertwined science–art activities in science class. More precisely, we scrutinise how science suggestions are shaped in students’ processes of imagination when exploring animal’s ecology. Data corpus comprises audio recordings, photographs, drawings and field notes. The school is located in Sweden and the participatin…
Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork
This study explores how fieldwork can contribute to the development of ecological literacy and draws on actor-network theory and science studies which imply an understanding of agency as being distributed. The aim is to explore the consequences of the human-nonhuman encounters in fieldwork practice for the growth of ecological literacy. The explorations employ Bruno Latour's concept of "the terrestrial attractor" and its potential contributions t…
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…
Pre-school children’s agency in learning for sustainable development
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to…
Pre-school children’s agency in learning for sustainable development
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to…
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…
Making kin in the forest
This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy.Ecological literacy is explored by employing Donna Haraway's notions of becoming-with and companion species.The study is based on fieldwork with a group of adult learners attending a folk high school in Sweden.The participants are followed as they encounter and are becoming-with species of the forest.Th…
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 children’s agency in learning for sustainable development
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is 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…
Aesthetic experience and imagination in early elementary school science – a growth of ‘Science–Art–Language–Game’
The purpose is to contribute knowledge to the field regarding the role of aesthetic experience when young students participate in intertwined science–art activities in science class. More precisely, we scrutinise how science suggestions are shaped in students’ processes of imagination when exploring animal’s ecology. Data corpus comprises audio recordings, photographs, drawings and field notes. The school is located in Sweden and the participatin…
Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork
This study explores how fieldwork can contribute to the development of ecological literacy and draws on actor-network theory and science studies which imply an understanding of agency as being distributed. The aim is to explore the consequences of the human-nonhuman encounters in fieldwork practice for the growth of ecological literacy. The explorations employ Bruno Latour's concept of "the terrestrial attractor" and its potential contributions t…
Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
This article illustrates a research project in a Swedish elementary school where young students are engaged in a project on ecology. Species, digital resources and nature contribute to place-based exploration of ecological issues, relevant in learning for sustainability. Since children grow up in a digital era, their meaning-making is transversed by oral, digital and physical modes. By launching the terms relations, gaps, stand fast and chain of …
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education
The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of the science epistemic discourse. We present an empirical account of students' explorations through diff…
Making kin in the forest
This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy.Ecological literacy is explored by employing Donna Haraway's notions of becoming-with and companion species.The study is based on fieldwork with a group of adult learners attending a folk high school in Sweden.The participants are followed as they encounter and are becoming-with species of the forest.Th…
Considerations for the teacher-researcher collaboration during the mangling phase of didactic modelling in primary science
This study presents the findings of a collaboration between teachers and a researcher who worked together through didactic modelling. The aim of the study was to explore how the mangling phase can be designed and managed in a way that values and utilise teachers’ unique knowledge. Data, comprising audio and video recordings of conversations and lessons, collages and sketches, were analysed with practical epistemology analysis (PEA). Based on how …
Every step is an adventure
This study focuses on the role of play and imagination in the fostering of ecological literacy in education. The aim is to explore how playful learning activities in ecological fieldwork in adult education could support ecological literacy and what aspects of ecological literacy might be afforded. Theoretically, the study draws on the work of Donna Haraway, employing her concept of becoming-with, and symstories. The research questions are: (I) Wh…
Pedagogy (8 works) · Environmental Education and Sustainability (7 works) · Psychology (7 works) · Sociology (7 works) · Environmental education (6 works) · Social science (6 works) · Ecology (5 works) · Epistemology (4 works) · Mathematics education (4 works) · Sustainability (4 works)