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Research group Conceptual Change

The research group in Conceptual Change focuses on climate, environmental, geography and social science education within all levels of the education system. Also economics, political science and psychology are included in the research.

Photo: Benjamin Haas, Mostphotos.

Group description

Effective democracies depend on informed citizens in the domains of economics (Davies, 2006), politics and legislation, and to understand phenomena that frequently occur in debates. Recent studies (e.g. Stantcheva, 2020) have shown that adult economic beliefs affects support for different economic policies.

The research group on Conceptual Change focuses on climate, environmental, geography and social science education; social studies/civics (in compulsory education), economics, political science and psychology.

Members of the group conduct conceptual change research using a variety of methods, and collaborate with teachers in developing social science teaching.

References

Davies, P. (2006) Educating citizens for changing economies. Journal of Curriculum Studies, 38(1), 15-30. DOI:10.1080/00220270500185122.

Santcheva, S. (2020). Understanding tax policy: how do people reason? National Bureau of Economic Research Working Paper 27699, Cambridge US, NBER.

Group members

Group managers

Cecilia Lundholm

Professor

Department of Teaching and Learning

08-16 40 42

cecilia.lundholm@su.se

Members

Adam Jacobsson

Lecturer

Department of Economics

08-16 17 56

adam.jacobsson@su.se

Anna Bendz

Senior Lecturer

University of Gothenburg

anna.bendz@pol.gu.se

Caroline Ignell

Senior lecturer

Department of Education

08-16 31 55

caroline.ignell@edu.su.se

Gabriel Bladh

Professor of Social Science Education

Karlstad University

gabriel.bladh@kau.se

Linda Ekström

Filosofie doktor

Södertörns högskola

linda.ekstrom@sh.se

Mattias Arrhenius

Doktorand

Department of Teaching and Learning

mattias.arrhenius@su.se

Peter Davies

Professor

School of Education, University of Birmingham

p.davies.1@bham.ac.uk

Research projects

Publications

Swedish 12-13 year-old students’ geographical understanding of the Gulf Stream.

Arrhenius, M., Bladh, G. & Lundholm, C. (2021). Swedish 12-13 year-old students’ geographical understanding of the Gulf Stream. Journal of Geography

Swedish 12-13-year old students’ conceptions of the causes and processes forming eskers and erratics

Arrhenius, M., Lundholm, C., & Bladh, G. (2021). Swedish 12-13-year old students’ conceptions of the causes and processes forming eskers and erratics. Journal of Geoscience Education, 69(1), 43-54.

The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in ec

Davies, P. (2019). The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in economics, International Review of Economics Education, 30, 1-9

Educating citizens for changing economies.

Davies, P. (2006) Educating citizens for changing economies. Journal of Curriculum Studies, 38(1), 15-30.

Students’ understanding of socio-economic phenomena: conceptions about the free provision of goods a

Davies, P. & Lundholm, C. (2012). Students’ understanding of socio-economic phenomena: conceptions about the free provision of goods and services. Journal of Economic Psychology, 33, 79-89

'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epi

Ekström L. and Lundholm, C. (2020). 'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective. Journal of Political Science Education.

'What's positive about positive rights?' Students’ everyday understandings and the challenges of tea

Ekström, L. & C. Lundholm (2018). 'What's positive about positive rights?' Students’ everyday understandings and the challenges of teaching political science. Journal of Political Science Education, 14(1), 1-16.

A longitudinal study of upper secondary school students´ values and beliefs regarding policy respons

Ignell, C., Davies, P. & C. Lundholm (2019). A longitudinal study of upper secondary school students´ values and beliefs regarding policy responses to climate change. Environmental Education Research, 25(5), 615-631.

Understanding ’price’ and the environment: exploring upper secondary students’ conceptual developmen

Ignell, C., Davies, P. & Lundholm, C. (2017). Understanding ’price’ and the environment: exploring upper secondary students’ conceptual development. Journal of Social Science Education, 16(1), 20-32.

Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price.

Jägerskog, A-S. (2020). Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price. Scandinavian Journal of Educational Research 65(1):1-18.

Students’ understanding of causation in pricing: a phenomenographic analysis

Jägerskog, A-S, Davies, P., & C. Lundholm (2019). Students’ understanding of causation in pricing: a phenomenographic analysis. Journal of Social Science Education.

Where to look and what to do? Blank and bright spots in research on environmental and climate change

Lundholm, C. (2019). Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Editorial. Environmental Education Research. 25(10):1427-1437.

Conceptual change and the complexity of learning

Lundholm, C. (2018). Conceptual change and the complexity of learning. In T. Amin & O. Levrini (Eds.). Converging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences. (pp. 34-42). London: Routledge.

Society’s response to environmental challenges: citizenship and the role of knowledge,

Lundholm, C. (2011). Society’s response to environmental challenges: citizenship and the role of knowledge, In Factis Pax, 5, 80-96.

Conceptual Change in the Social Sciences.

Lundholm, C. & Davies, P. (2013). Conceptual Change in the Social Sciences. In S. Vosniadou (Ed.). International Handbook of Research on Conceptual Change. (pp. 288-304). New York: Routledge. 2nd edition.

Climate Change and Costs: Investigating Chinese Students’ Reasoning on Nature and Economic Developme

Sternäng, L. & Lundholm. C. (2012). Climate Change and Costs: Investigating Chinese Students’ Reasoning on Nature and Economic Development. Conceptions of Nature and Economic Development. Environmental Education Research, 18, 417-436.

Climate change and morality: Students’ perspectives on the individual and society.

Sternäng, L. & Lundholm, C. (2011). Climate change and morality: Students’ perspectives on the individual and society. International Journal of Science Education, 33(8), 1131-1148.