Prof Cecilia Lundholm

Affiliations:
Email: cecilia.lundholm@hsd.su.se
Mobile: +46 733 787121
Phone: +46 8 16 40 42
Address: Department of Humanities and Social Science Education Stockholm University, S-106 91 Stockholm, Sweden


Description

My interests concern conceptual development and conceptual change, and instruction, in the social sciences including climate change, environmental and geography education.

I am Professor in Educational Science with a specialisation in teaching and learning in the social sciences, and from 2011 to 2015 I was Director at the Centre for Teaching and Learning in the Social Sciences where research and education was being advanced.

My research interests also concern communication and learning about environmental and sustainability issues. In particular, the interest focuses on learning about nature, society and the individual and the relationships between these. All projects below focus on these aspects.

I am a member of the executive committee of the European Association for Research on Learning and Instruction (EARLI). EARLI is the largest educational research organisation in Europe and celebrated 30 years in 2015. It comprises 26 special interest groups and organises a biannual conference. Next conference will be in Aachen, Germany, August 2019.

A presentation of my work can be found as a ‘White board talk’ video at the website of Stockholm Resilience Centre, https://www.youtube.com/watch?v=PQYnmi22GKw.

Publications - see below.

Research Group on Conceptual Change

I lead a research group on Conceptual Change at the Department of Humanities and Social Science Education, which focuses on environmental, geography and social science education - civics, economics, political science and psychology. (http://www.su.se/hsd/english/research/research-groups/research-group-on-conceptual-change-1.350173)

The group consists of Prof Peter Davies, University of Birmingham, UK, PhD Caroline Ignell, Department of Education, Stockholm University and PhD students Mattias Arrhenius, Mattias Björklund and Ann-Sofie Jägerskog at the Department of Humanities and Social Science Education.

Projects

1. The Climate Change Challenge. Solutions among students in economics, law and political science is a project funded by the Swedish Research Council (2012-2017).

The research programme addresses questions concerning the environmental policy instruments students choose regarding climate change and environmental problems and the effect of knowledge as well as values on such choices.

The project is carried out in collaboration with: Prof. Peter Davies, School of Education, University of Birmingham; PhD Linda Ekström, Department of Business Administration, Technology and Social Sciences, Luleå University of Technology; PhD Niklas Harring, Department of Political science, Göteborg University; PhD student Caroline Ignell, Department of Education, Stockholm University, and PhD Tomas Torbjörnsson at the Department of Humanities and Social Science Education, Stockholm University.

Professor Andreas Duit, Department of political science, prof. David Langlet, Department of law, and prof. Astri Muren, Department of economics, Stockholm University, are also engaged.

Publications

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. http://www.tandfonline.com/doi/full/10.1080/15512169.2017.1370378.

Ekström, L. & C. Lundholm (2018, August 29 - September 1). ‘How much politics is there?’ Exploring students’ views on values and impartiality in political science from an epistemic cognition perspective. 11th International Conceptual Change Conference, European Association for Research on Learning and Instruction, Klagenfurt, Austria.

Harring, N. (2018). Trust and state intervention: Results from a Swedish survey on environmental policy support. Environmental Science & Policy, 82: 1-8.

Harring, N. & S. C. Jagers (2017). Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences. Environmental Education Research. http://dx.doi.org/10.1080/13504622.2017.1343281

Harring, N. & C. Lundholm (2018, August 30 - September 2). Does knowledge about social dilemmas generate cynical citizens? American Political Science Association Annual Meeting. Boston, USA.

Harring, N. & J. Sohlberg (2016). The varying effects of left-right ideology on support for the environment: Evidence from a Swedish survey experiment. Environmental Politics, 26(2), 278-300. http://www.tandfonline.com/doi/full/10.1080/09644016.2016.1244965.

Harring, N., Davies, P. & C. Lundholm (2017). Learning economics and attitudes to market solutions to environmental problems. Education Sciences, 7, 36. Special issue on Sustainability, Environment and Education. http://www.mdpi.com/2227-7102/7/1/36/pdf

Harring, N., Jagers, S. & S. Matti (2017). Public support for pro-environmental measures. Examining the impact of personal values and ideology. Sustainability, 9(5), 659. http://www.mdpi.com/2071-1050/9/5/679

Harring, N., Lundholm, C. & T. Torbjörnsson (2017). The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability. In Leal Filho, W., Brandli, L., Castro, P., Newman, J. (Eds.) Handbook of Theory and Practice of Sustainable Development in Higher Education. (pp. 159-170). Volume 1. Berlin: Springer. https://www.researchgate.net/profile/Cecilia Lundholm2/contributions

Harring, N., Lundholm, C., & T. Torbjörnsson (2017). Högre utbildning och miljöattityder/Higher education and environmental attitudes i U. Andersson, J. Ohlsson, H. Oscarsson & M. Oskarson (Red). Larmar och gör sig till. (pp. 505-514). Göteborgs universitet: SOM-institutet. http://som.gu.se/digitalAssets/1649/1649037_505-514-harring--lundholm-o-torbj--rnsson.pdf

Harring, N., Torbjörnsson, T., & Lundholm, C. (2018). Solving environmental problems together? The roles of value orientations and trust in the state in environmental policy support among Swedish undergraduate students. Education Sciences.www.mdpi.com/2227-7102/8/3/124/pdf

Ignell, C., Davies, P. & C. Lundholm. (2019, April 5–9). Students’ personal epistemological beliefs
and climate change solutions. American Education Research Association, Toronto. In symposium Epistemic Cognition and Food-Energy-Water (FEW), organiser Cecilia Lundholm, discussant professor Justin Dillon, Exeter University, UK.

Ignell, C., Davies, P. & C. Lundholm (2018). A longitudinal study of upper secondary school students´ values and beliefs regarding policy responses to climate change. Environmental Education Research.https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1523369

Jagers, S., Harring, N. & S. Matti. (2017). Environmental management from left to right - on ideology, policy-specific beliefs and pro-environmental support. Journal of Environmental Planning and Management. http://www.tandfonline.com/doi/abs/10.1080/09640568.2017.1289902

Torbjörnsson, T. & Lundholm, C. (submitted). Conflicts between ownership rights and environmental protection? A study on Swedish undergraduate students' views of potential dilemmas.

Torbjörnsson, T., Harring, N. & C. Lundholm (accepted). Environmental sustainability and legal education: Swedish law students' value orientations. Retfærd.

2. Ecological knowledge and sustainable resource management: The role of knowledge acquisition in enhancing the adaptive capacity of co-management arrangements, a project also funded by the Swedish Research Council was finalised in 2016. It involved PhD student Diana Garavito-Bermudez at the Department of Education and PhD Beatrice Crona at Stockholm Resilience Centre.

Diana Garavito-Bermúdez defended her thesis October 27, 2016. Opponent was associate professor Alan Reid, Monash University, Australia.

A summary of the thesis including three articles of which two are published in Environmental Education Research can be found at http://www-tandfonline-com.ezp.sub.su.se/doi/full/10.1080/13504622.2016.1269877 in Environmental Education Research.

For published papers in this project, see Publications below.

External Research Grants

2016-06-09 Sabbatical, 6 months (UCLA). The Swedish Foundation for Humanities and Social Sciences (Riksbankens Jubileumsfond). 1 million SEK. Sabbatical leave is August 1, 2019 to January 31, 2020.

2011-10-28 The Climate change challenge. Solutions among students in economics, law and political science. Principal investigator (PI) Cecilia Lundholm. Research council/ Committee for educational science. 7.9 million SEK.

2011-10-28 Stakeholder participation, learning and ecosystem management: A global study of 146 Biosphere Reserves in 55 countries. PI associate professor Andreas Duit, Department of political science and co-applicant PhD Lisen Schultz, SRC. Research council/Social science research. 7.2 million SEK.

2008-03-20 National Graduate School on Education and Sustainable Development. PI Prof. Leif Östman, Uppsala University. Research council. 12 million SEK.

2007-11-20 Ecological knowledge and sustainable resource management: The role of knowledge acquisition in enhancing the adaptive capacity of co-management arrangements. PI Ola Halldén*, Department of Education, Stockholm University. Applicant author myself and Dr. Beatrice Crona, Dep. of systems ecology. Research council/Committee for sustainable development. 3.5 million SEK.

2007-06-05 Postdoctoral fellowship; scholarship received by the Leverhulme foundation at the University of Staffordshire. Project together with Professor Peter Davies on students’ understanding of pricing public natural and private goods. 18 000 £.

2003-10-28 Learning about environmental issues in an untraditional environmental program. Exploring the process of learning among students of economics and business administration. PI Ola Halldén*, Department of Education, Stockholm University. Applicant author myself. Research council/Committee for educational science. 2.5 million SEK.

(*). Applicants could not submit proposals with a doctor’s degree, hence main applicant was Prof. Ola Halldén, Department of Education, Stockholm University.

Publications

Download publications (articles, chapters and conference papers) at https://www.researchgate.net/profile/Cecilia Lundholm2

Books

Krasny, M., Lundholm, C. & Plummer, P. (Eds.)(2011). Resilience in social-ecological systems: the roles of learning and education. London: Routledge. http://www.routledge.com/books/details/9780415552530

Lundholm, C. Petersson, G. & I. Wistedt (Eds.)(2010). Begreppsbildning i ett intentionellt perspektiv/ Conceptual development from an intentional perspective. Stockholm: Stockholm universitets förlag.

Rickinson, M., Lundholm, C. & Hopwood, N. (2009). Environmental Learning. Insights from research into the student experience. Dortrecht: Springer. http://www.springer.com/education/book/978-90-481-2955-3

Articles

Ekström, L. & C. Lundholm (submitted). ‘How much politics is there?’ Exploring students’ views on values and impartiality in political science from an epistemic cognition perspective. Journal of Political Science Education.

Jägerskog, A-S, Davies, P., & C. Lundholm (submitted). Students’ understanding of causation in pricing: a phenomenographic analysis. International Journal of Educational Research.

Torbjörnsson, T. & Lundholm, C. (submitted). Conflicts between ownership rights and environmental protection? A study on Swedish undergraduate students' views of potential dilemmas. Environmental Education Research.

Torbjörnsson, T., Harring, N. & C. Lundholm (accepted). Environmental sustainability and legal education: Swedish law students' value orientations. Retfærd.

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. http://www.tandfonline.com/doi/full/10.1080/15512169.2017.1370378

Harring, N., Torbjörnsson, T., & Lundholm, C. (2018). Solving environmental problems together? The roles of value orientations and trust in the state in environmental policy support among Swedish undergraduate students. Education Sciences.www.mdpi.com/2227-7102/8/3/124/pdf

Ignell, C., Davies, P. & C. Lundholm (2018). A longitudinal study of upper secondary school students´ values and beliefs regarding policy responses to climate change. Environmental Education Research.https://www.tandfonline.com/doi/full/10.1080/13504622.2018.1523369

Harring, N., Davies, P., & C. Lundholm (2017). Learning economics and attitudes to market solutions to environmental problems. Education Sciences, 7, 36. Special issue on Sustainability, Environment and Education.

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. DOI 10.2390/jsse-v16-i1-1556. http://www.jsse.org/index.php/jsse/article/view/1556/1648

Garavito-Bermúdez, D., and C. Lundholm (2016). Exploring interconnections between local ecological knowledge, professional identity and sense of place among Swedish fishers. Environmental Education Research http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1146662

Garavito-Bermúdez, D., Lundholm., C. and B. Crona. (2016). Systems thinking and resource management: Linking a conceptual framework on systems thinking with experiential knowledge. Environmental Education Research, 22(1), 89-110.

Lundholm, C., and C. Stöhr. (2014). Stakeholder dialogues and shared understanding: the case of co-managing fisheries in Sweden. Sustainability, 6(7): 4525-4536. Special issue on Communication for and about Sustainability. http://www.mdpi.com/2071-1050/6/7/4525

Stöhr, C., C. Lundholm, B. Crona and I. Chabay. (2014). Stakeholder participation and sustainable fisheries: an integrative framework for assessing adaptive comanagement processes. Ecology and Society, 19 (3): 14. [online] URL: http://www.ecologyandsociety.org/vol19/iss3/art14/

Ignell, C., Davies, P. & Lundholm, C. (2013). Swedish Upper Secondary School Students’ Conceptions of Negative Environmental Impact and Pricing. Sustainability, 5, 982-996. http://www.mdpi.com/2071-1050/5/3/982

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.

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.

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

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. https://www.tandfonline.com/doi/full/10.1080/09500693.2010.503765

Krasny, M., Lundholm, C. and R. Plummer. (2010). Resilience in Social-Ecological Systems: the Roles of Learning and Education. Editorial. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 463-474.

Krasny, M., Lundholm, C. and R. Plummer. (2010). Environmental Education, Resilience, and Learning: Reflection and Moving Forward. End editorial. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 665 – 672.

Lundholm, C & Plummer, R. (2010). Resilience and Learning: A Conspectus for Environmental Education. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 475-491.

Schultz, L & Lundholm, C. (2010). Learning for resilience? Exploring learning opportunities in Biosphere Reserves. Special issue ‘Resilience in Social-Ecological Systems: the Role of Learning and Education’. Environmental Education Research, 16(5-6) 645-663.

Rickinson, M. & Lundholm C. (2008). Exploring Students’ Learning Challenges in Environmental Education. Cambridge Journal of Education, 38, 3, 341-353.

Lundholm, C. (2007). Pricing nature at what price? A study on undergraduate students’ conceptions of economics. South African Journal of Environmental Education. Special issue Learning in a Changing World, 24, 126-140.

Lundholm, C. (2005). Learning about environmental issues. Undergraduate and postgraduate students’ interpretations of environmental content. International Journal of Sustainability in Higher Education, 6, 3, 242-253.

Lundholm, C. (2004). Learning about Environmental Issues in Engineering Programmes. A case study of first-year civil engineering students’ contextualisations of an ecology course. International Journal of Sustainability in Higher Education, 5, 3, 295-307.

Lundholm, C. (2004). Case studies – exploring students’ meaning and elaborating learning theories. Environmental Education Research, 10, 1, 115-124.

Chapters in books

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.Converging
Perspectives on Conceptual Change

Lundholm, C. (2018). Klimatet som utmaning. Studenters lösningar på klimatproblem i
ämnena ekonomi, statsvetenskap och juridik/The climate change challenge. Solutions among students in economics, law and political science. Project report. In Resultatdialog 2018/Dialogue on results. (pp. 80-83). Swedish Research Council. https://www.vr.se/download/18.ad27632166e0b1efab112b/1543831610155/Resultatdialog_VR_2018.pdf

Harring, N., Lundholm, C. and T. Torbjörnsson (2017). The effect of higher education in social science on perceptions of responsibility in the case of sustainability. In L. Filho, W., Brandli, L., Castro, P., & Newman, J. (Eds.) Handbook of Theory and Practice of Sustainable Development in Higher Education. (pp. 159-170). Volume 1. Springer: Berlin.

Harring, N., Lundholm, C., & T. Torbjörnsson (2017). Högre utbildning och miljöattityder/Higher education and environmental attitudes i U. Andersson, J. Ohlsson, H. Oscarsson & M. Oskarson (Red). Larmar och gör sig till. (pp. 505-514). Göteborgs universitet: SOM-institutet. http://som.gu.se/digitalAssets/1649/1649037_505-514-harring--lundholm-o-torbj--rnsson.pdf

Lundholm, C. (2014). Ecological knowledge and sustainable resource management. In Resultatdialog 2014/Dialogue on Results 2014. (129-138). Swedish Research Council. Download
pdf

Krasny, M., Lundholm, C., Shava, S., Lee, E., and Kobori, H. (2013). Urban Landscapes as Learning Arenas for Biodiversity and Ecosystem Services Management, in T. Elmqvist, M. Fragkias, J. Goodness, B. Güneralp, P. J. Marcotullio, R. I. McDonald, S. Parnell, M. Schewenius, M. Sendstad, K. C. Seto and C. Wilkinson (Eds). Urbanization, Biodiversity and Ecosystem Services: Challenges and Opportunities. A Global Assessment. (pp. 629-664). Dordrecht: Springer. http://www.springer.com/life+sciences/ecology/book/978-94-007-7087-4

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. www.routledge.com/books/details/9780415898836

Lundholm, C., Hopwood, N. & Rickinson, M. (2013). Environmental learning: Insights from research into the student experience. In Brody, M., Dillon, J., Stevenson, R., & Wals, A. (Eds.). International Handbook of Research on Environmental Education. (pp. 242-251). New York: Routledge. http://www.routledge.com/books/details/9780415892391

Lundholm, C. (2010). Lärandets rationalitet och komplexitet/ The rationality and complexity of learning. I Lundholm, Petersson & Wistedt (Eds). Begreppsbildning i ett intentionellt perspektiv/Conceptual development from an intentional perspective. (13-21). Stockholm: Stockholm universitets förlag.

Lundholm, C. (2008). Discourse, cause and change: A study on economics students’ conceptions of child labour. In Öhman, J. (Ed.). Ethics and Democracy in Education for Sustainable Development. Contributions from Swedish Research, (pp. 109-122) Stockholm: Liber.



Projects

The climate change challenge. Solutions among students in economics, political science and law
01/01/2012 - 31/12/2015

This research program addresses questions concerning the solutions students choose regarding environmental challenges and climate change and the role of knowledge and values of such choices. Previous research in the field of education, environmental education, and educational ...



Collaborating with

Schultz, Lisen
Lisen Schultz holds a Schwartz Research Position since January 2011. Her research aims at deepening understanding of conditions and strategies that enable resilience-based management of landscapes and seascapes. Her work focuses on the role of bridging actors, who catalyze collab...


Collaborators


Groups

Research group on Conceptual Change

At the Department of Humanities and Social Science Education I lead a research group on Conceptual Change, which focuses on environmental, geography, history and social science education (civics, economics, political science and psychology). The group consists of; Prof Peter...



Last updated on 2019-07-02 at 14:23