Meaning-construction in interaction
"Meaning-construction in interaction" are some key words that permeate my research as well as my teaching. I am mainly engaged in teaching at a problem-based (PBL) bachelor program in Environmental Science, Linköping University.
I have the privilege to do individual as well as group supervision, lead courses and examine students. In teaching, I have the privilege to see how meaning and learning are created as it takes on a a number of expressions, such as when the students are working their way towards a deepening understanding, or when I can see the joy in that together they manage to “crack that code”. I also have the advantage, I write the advantage, seeing the difficulties that “meaning-construction in interaction” often brings. Typical examples are frustrations and conflicts in the groups which often results in lack of in-depth learning processes. In these cases, we have the opportunity to reflect on the students’ own efforts, how one student's goals and ambitions might be in conflict with someone else's goals and aspirations, and to find strategies to constructively work together towards a common goal.
I see that one of my main tasks as a supervisor of group processes to be responsive, to see how the process and learning are interrelated and mirror the reflections to the students as input for enhanced learning.
Working for an improved environment requires insight into a variety of perspectives. An environmental issue can rarely be solved by technology alone, legal instruments or biological processes, but often requires a thematic overview and understanding. Therefore, in my teaching I introduce almost always a perspective that contrasts with another. Thus, I teach problem solving environmental engineers different views on climate change and its solutions, or teach students in climate visualization to reflect on what it might mean to visualize the social dimensions of climate change.
In addition, I supervise bachelor students through the environmental sciences’ sometimes chaotic ontology, epistemology, methodology, methods, analyzes and I supervise student reflection upon ideas of environmental issues, as consisting of natural, anthropogenic or cultural dimensions.
I see that one of my main tasks as a teacher is to increase students' awareness of the many perspectives on environmental issues, enhancing their analytical capacity to identify and understand the basis of different perspectives and in length to increase students' critical reflection.