Bodil Sundberg
Professor
Department of Biology and Environmental Science
Faculty of Health and Life Sciences
My ongoing research projects
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Project: Drawing to learn and learning to draw in primary school science In this project, we explore the educational potential of drawing in primary school science teaching. Researchers and teachers…
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Project: The pedagogical potential of wonder The aim of this project is to contribute with knowledge about the role of wonder in different science practices, and the pedagogical potential of including…
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Seed project: Sustainability education in preschool with meals and food as a starting point This seed project, in collaboration with preschool teachers, aims to deepen the understanding and practice…
Publications
Article in journal (Refereed)
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Otterborn, A., Sundberg, B., Schönborn, K. (2024). The Impact of Digital and Analog Approaches on a Multidimensional Preschool Science Education. Research in science education. 54. 185-203.
Status: Published -
Sundberg, B., Andersson, M. (2023). The Role of Wonder in Students’ Conception of and Learning About Evolution. Center for Educational Policy Studies Journal (C·E·P·S Journal). 13 (1). 35-61.
Status: Published -
Due, K., Skoog, M., Areljung, S., Ottander, C., Sundberg, B. (2023). Teachers' conceptualisations of science teaching - obstacles and opportunities for pedagogical continuity across early childhood school forms. International Journal of Early Years Education. 31 (3). 790-805.
Status: Published -
Areljung, S., Skoog, M., Sundberg, B. (2022). Teaching for emergent disciplinary drawing in science? : Comparing teachers’ and children’s ways of representing science content in early childhood classrooms. Research in science education. 52. 909-926.
Status: Published -
Areljung, S., Due, K., Ottander, C., Skoog, M., Sundberg, B. (2021). Why and how teachers make use of drawing activities in early childhood science education. International Journal of Science Education. 43 (13). 2127-2147.
Status: Published -
Sundberg, B., Areljung, S., Ottander, C. (2019). Opportunities for Education for Sustainability through multidimensional preschool science. NorDiNa : Nordic Studies in Science Education. 15 (4). 358-369.
Status: Published -
Due, K., Tellgren, B., Areljung, S., Christina, O., Sundberg, B. (2018). Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan : Preschool teachers talk about science – Positioning themselves and positioning science. NorDiNa : Nordic Studies in Science Education. 14 (4). 411-426.
Status: Published -
Sundberg, B., Areljung, S., Due, K., Ekström, K., Ottander, C., et al. (2018). Opportunities for and obstacles to science in preschools : views from a community perspective. International Journal of Science Education. 40 (17). 2061-2077.
Status: Published -
Areljung, S., Sundberg, B. (2018). Potential for multi-dimensional teaching for 'emergent scientific literacy' in pre-school practice. Journal of Emergent Science. 15. 20-27.
Status: Published -
Ärlemalm Hagser, E., Sundberg, B. (2016). Naturmöten och källsortering : En kvantitativ studie om lärande för hållbar utveckling i förskolan. NorDiNa : Nordic Studies in Science Education. 2 (12).
Status: Published -
Sundberg, B., Areljung, S., Due, K., Ekström, K., Ottander, C., et al. (2016). Understanding preschool emergent science in a cultural historical context through Activity Theory. European Early Childhood Education Research Journal. 24 (4). 567-580.
Status: Published -
Sundberg, B., Ottander, C. (2013). The conflict within the role : a longitudinal study of preschool student teachers' developing competence in and attitudes towards science teaching in relation to developing a professional role. Journal of Early Childhood Teacher Education. 34 (1). 80-94.
Status: Published -
Sundberg, B., Spante, M., Stenlund, J. (2012). Disparity in practice : diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary school. Learning, Media & Technology. 37 (3). 253-270.
Status: Published -
Sundberg, B., Ekblad, A., Näsholm, T., Palmqvist, K. (1999). Lichen respiration in relation to active time, temperature, nitrogen and ergosterol concentrations. Functional Ecology. 13 (1). 119-125.
Status: Published
Conference paper (Refereed)
- Ottander, C., Sundberg, B. (2024). Bridging the gaps? Exploring science teaching continuity across early years transitions through semantic profiles. Short Abstracts : NFSUN: Nordiske forskersymposium om undervisning i naturfag.
- Andersson, J., Ottander, C., Sundberg, B. (2024). The role of wonder in science practices. A Delphi study of different stakeholders’ views. Short Abstracts : NFSUN: Nordiske forskersymposium om undervisning i naturfag.
- Sundberg, B., Andersson, J., Ottander, C. (2024). The pedagogical potentials of wonder for supporting students’ engagement and learning in science. Short Abstracts : NFSUN: Nordiske forskersymposium om undervisning i naturfag.
- Areljung, S., Andersson, J., Hermansson, C., Skoog, M., Sundberg, B. (2022). Two children, one paper, two pencils : co-drawing science explanations. 30th EECERA Annual Conference : Conference proceedings: Book of Abstracts. 19-19.
- Andersson, M., Ottander, C., Sundberg, B. (2022). Förundrans roll för elevers meningsskapande om evolutionära processer. .
- Sundberg, B., Ottander, C., Areljung, S., Due, K., Skoog, M. (2021). Teaching about water in preschool, preschool-class, and primary school: Stepping stones towards science literacyor more of the same?. NFSUN 2021: Science Education in the light of Global Sustainable Development – Trends and possibilities.
- Andersson, M., Sundberg, B. (2021). Language scaffolding and experience based learning as didactical tools in science for newly-arrived students - something for all students?. .
- Sundberg, B., Areljung, S., Due, K., Ottander, C., Skoog, M. (2019). Exploring science teaching continuity across ECE sectors : How do the teachers in different school forms deal with the same content?. .
- Sundberg, B., Areljung, S., Due, K., Ottander, C., Skoog, M. (2019). Handling frame factors, educational cultures and teacher experience when using third generation activity theory : Analyzing transition challenges across preschool, preschool class and primary school for early years science teaching. .
- Sundberg, B., Areljung, S., Skoog, M., Ottander, C., Due, K. (2018). Broar för naturvetenskap : kontinuitet i övergången mellan förskola, förskoleklass och årskurs 1-3. Presented at Nationell ämnesdidaktisk konferens (NÄD2018), Kristianstad, Sweden, April 26-27, 2018.
- Sundberg, B., Ottander, C. (2014). The diversity of science activities in Swedish preschools. 24th EECERA ANNUAL CONFERENCE: ‘US, THEM & ME: Universal, Targeted or Individuated EarlyChildhood Programmes': Crete, Greece 7th—10th September 2014 : ABSTRACT BOOK. 188-189.
- Ärlemalm-Hagsér, E., Sundberg, B. (2014). Early childhood educators' understandings of concepts and practices for education for sustainability. .
- Ottander, C., Due, K., Areljung, S., Sundberg, B., Tellgren, B. (2014). Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory. .
- Sundberg, B., Ottander, C. (2010). The Development of Pre-school Student Teachers´ Attitudes Towards Science and Science Teaching During Their University Studies. Contemporary science education research : pre-service and in-service teacher education. A collection of papers presented at ESERA 2009 Conference. 157-166.
- Sundberg, B., Ottander, C. (2010). What are the voices of becoming practitioners telling us about science in pre-school? : Pre-school student teachers´ attitudes towards science and science teaching - a longitudinal study.. 20th EECERA ANNUAL CONFERENCE. KNOWLEDGE AND VOICE IN EARLY CHILDHOOD : Who knows, who speaks, who listens?. 216-216.
Conference paper (Other academic)
- Sundberg, B., Areljung, S., Due, K., Ottander, C., Skoog, M. (2019). Using third generation activity theory to understand teachers’ boundary work across early childhood school forms : an example focusing science teaching (dis)continuities. .
- Areljung, S., Due, K., Ottander, C., Skoog, M., Sundberg, B. (2018). The role of children’s drawings in science teaching : A comparison across preschool, preschool class and early primary school. .
Chapter in book (Other academic)
- Sundberg, B., Ottander, C. (2014). Science in Preschool – A Foundation for Education for Sustainability? : a View from Swedish Preschool Teacher Education.. Research in Early Childhood Education for Sustainability : international perspectives and provocations. Oxon, Routledge. 280-293.
Book (Other (popular science, discussion, etc.))
- Sundberg, B., Areljung, S., Due, K., Ottander, C., Tellgren, B. (2016). Förskolans naturvetenskap i praktiken. Malmö, Gleerups Utbildning AB.