Bodil Sundberg

Professor

Department of Biology and Environmental Science Faculty of Health and Life Sciences

bodil.sundberg@lnu.se

+46 480-44 69 09

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I am professor in Science Education at the Department of Biology and Environmental Science. My research focuses on the role of wonder in science practices, the pedagogical potentials of drawing in school science and conditions for early-year science education.

My research groups

Science and Technology Education Research The center is located at the Faculty of Health and Life Sciences in Kalmar but also includes members from the Faculty of Social Sciences and the Faculty of…

My ongoing research projects

Publications

Article in journal (Refereed)

Hofverberg, A., Winberg, M., Sundberg, B. (2025). Preschool science practices - exploring the role of science-oriented teacher education, teacher's views, and preschool context. Education Inquiry.
Status: Epub ahead of print
Skoog, M., Areljung, S., Andersson, J., Hermansson, C., Sundberg, B. (2025). Sharpening the gaze, sharpening the pencil : supporting observational drawing in primary education. Journal of Biological Education.
Status: Epub ahead of print
Sundberg, B., Andersson, J., Areljung, S., Hermansson, C., Skoog, M. (2025). How primary school students use their disciplinary drawings to navigate between everyday and scientific discourses of water. Chemistry Education Research and Practice. 26 (3). 631-646.
Status: Published
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
Areljung, S., Andersson, J., Hermansson, C., Skoog, M., Sundberg, B. (2024). Co-drawing to Learn in Science. Research in science education.
Status: Epub ahead of print
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.
Sundberg, B., Andersson, J., Areljung, S., Hermansson, C., Skoog, M. (2024). How Primary Students Use Their Drawings to Navigate Between Everyday and Scientific Discourses of Water. .
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.
Andersson, M., Ottander, C., Sundberg, B. (2024). Relationen mellan högstadieelevers epistemiska känslor och meningsskapande om evolution. .
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. 30^th 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.