LITTERATUR

Dette er en litteraturoversigt der er relevant i grænsefeltet børn/uge, teknologi og natur

Antropologiske perspektiver

  • Allison, A. (2003). “Portable monsters and commodity cuteness: Pokémon as Japan's new global power.” Postcolonial Studies, 6(3), 381-395.
  • Anneberg, I., Vaarst, M. & Bubandt, N. (2013). ”Pigs and profits: hybrids of animals, technology and humans in Danish industrialised farming: Pigs and Profits.” Social Anthropology, 21, 542-559.
  • Astuti, R. & Bloch, M. (2012). “Anthropologists as Cognitive Scientists.” Topics in Cognitive Science, 4, 453-461.
  • Boelstorff, T. (2011). ”Virtuelle verdener og antropologiens fremtider.” Jordens Folk, 46(1), 5-11.
  • Broch, H. B. (2004). ”Barndommens grønne dal. Om betydningen av barns naturopplevelser.” Norsk antropologisk tidsskrift, 15, 101-113.
  • Broch, H. B. (2005). ”Den uberegnelige naturen hvor uberegnelig?” Norsk antropologisk tidsskrift, 16, 132-141
  • Broch, H. B. (2005). ”Perceptions of nature” in Marine mammals and northern cultures, eds. A. Kalland, F. Sejersen, M. Ris, Edmonton, Canadian Circumpolar Institute Press.        
  • Budka, P. & Kremser, M. (2004). “CyberAnthropology – Anthropology of CyberCulture” in Contemporary issues in socio-cultural anthropology: perspectives and research activities from Austria, eds. B. Plankensteiner, S. Khittel & M. Six-Hohenbalken, Löcker.
  • Carlone, H. B., Huffling, l. D., Tomasek, t., Tegedus, T. A., Matthews, C. E., Allen, M. H. & Ash, M. C. (2015). “'Unthinkable' Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth.” International Journal of Science Education, 37, 1524-1546.
  • Collins, S. G. & Durington, M. S. (2014). Networked Anthropology: A Primer for Ethnographers, Routledge.
  • Collins, S. G., Durington, M. & Gill, H. (2017). “Multimodality: An Invitation: Multimodal Anthropologies.” American Anthropologist, 119, 142-146.
  • Fredriksen, B. C. (2011). “Researching Interplay between 3D-Materials and Young Children in Socio-Cultural Contexts.” Techne Series: Research in Sloyd Education and Craft Science A, 18.
  • Gullestad, M. (1989). “The meaning of nature in contemporary Norwegian everyday life: preliminary considerations.” Folk, 31, 171-181.
  • Hastrup, K. (1989). “Nature as a historical space” Folk, 31, 5-20
  • Holland, D., & Lachicotte, JR., W. (2007). “Vygotsky, Mead, and the New Sociocultural Studies of Identity.” in The Cambridge Companion to Vygotsky, eds. H. Daniels, M. Cole & J. Wertsch, Cambridge University Press, Cambridge, 101-135.
  • Horst, H. & Miller, D. (2012). “Normativity and materiality: A view from digital anthropology.” Media International Australia, Incorporating Culture & Policy, 103-111.
  • Ingold, T. (2000). The Perception of the Environment: Essays in livelihood, dwelling and skill, Routledge, London, 1-465.
  • Ingold, T. (2011). Being Alive: Essays on Movement, Knowledge and Description. Routledge, London, 1- 288.
  • Kalland, A. (2004). ”Introduksjon: Om holdninger og handlinger med hensyn til naturen.” Norsk antropologisk tidsskrift, 15, 7-15
  • Kalland, A., Sejersen, F., Ris, M., & Broch, H. B. (2005). Marine mammals and northern cultures. Edmonton, Canadian Circumpolar Institute Press.
  • Kalland, A. (2008). ”Det religiøse miljøparadigmet og de Andre.” Norsk antropologisk tidsskrift, 19, 94-106.
  • Latour, B., Stengers, I., Tsing, A., & Bubandt, N. (2018). Anthropologists Are Talking – About Capitalism, Ecology, and Apocalypse. Ethnos, 83(3), 587-606. doi:10.1080/00141844.2018.1457703
  • Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, New York.                                               
  • Lindhardt, M. (2014). ”Fænomenologien i Antropologien.” Tidsskriftet Antropologi, Nr. 69
  • Löfgren, O. (2017). “Ethnologia nationum : or the world as we see it: "strange, but interesting". The  nationalization of culture.” Ethnologia Europaea, 47 (1), 30-53.
  • Norbye, A.-K. B. & Berkaak, O. A. (2014). ”Sansningens antropologi - en tematisk og teoretisk reorientering.” Norsk antropologisk tidsskrift, 134-150
  • Olwig, K. R. (1993). Natur"syn". Antropologi, Nr. 27, 7-16.
  • Rubow, C. (2011). ”Klimaforandringernes metafysik: verden som natur, omgivelser og ophav.” Antropologi, Nr. 64, 101-171.
  • Sadre-Orafai, S., Tate, J., McGrath, A. & Kang, S.-R. (2018).”Critical Visions and the Unsteady In-Between: Multimodal Anthropologies.” American Anthropologist, 120, 153-162. 
  • Sutton, M. Q. & Anderson, E. N. (2010). “Introduction to cultural ecology.” AltaMira Press, Lanham.
  • Quinn, D. & Quinn, N. (2018). Advances in Culture Theory From Psychological Anthropology. Springer Nature, USA.
  • Ween, G. B. & Flikke, R. (2009). ”Naturen som praksiser: Natur i nyere norsk antropologi.” Norsk antropologisk tidsskrift, 20, 6-15.

Psykologiske perspektiver

  • Beery, T., Jönsson, K. I. & Elmberg, J. (2015). “From Environmental Connectedness to Sustainable Futures: Topophilia and Human Affiliation with Nature.” Sustainability, 7, 8837-8854.
  • Cervinka, R., Röderer, K. & Hefler, E. (2012). ”Are nature lovers happy? On various indicators of well-being and connectedness with nature.” Journal of Health Psychology, 17, 379-388.
  • Clayton, S. & Opotow, S. (2003). Identity and the Natural Environment: The Psychological Significance of Nature. Cambridge, The MIT Press.
  • Davis, N. & Gatersleben, B. (2013). “Transcendent Experiences in Wild and Manicured Settings: The Influence of the Trait “Connectedness to Nature”. Ecopsychology, 5, 92-102.
  • Golding, S. E., Gatersleben, B. & Cropley, M. (2018). “An Experimental Exploration of the Effects of Exposure to Images of Nature on Rumination.” International journal of environmental research and public health, 15, 300.
  • Kahn, P. H., Severson, R. L. & Ruckert, J. H. (2009). “The Human Relation With Nature and Technological Nature.” Current Directions in Psychological Science, 18, 37-42.
  • Kaplan, S. (1995). “The restorative benefits of nature: Toward an integrative framework.” Journal of Environmental Psychology, 15, 169-182.
  • Kofoed, J. & Stenner, P. (2017). “Suspended liminality: Vacillating affects in cyberbullying/research.” Theory & Psychology, 27, 167-182.
  • Kogan, L., Hellyer, P., Duncan, C. & Schoenfeld-tacher, R. (2017). “A pilot investigation of the physical and psychological benefits of playing Pokémon GO for dog owners.” Computers in Human Behavior, 76, 431-437.
  • Næss, S. & Hansen, T. (2012). ”Naturelskere og naturbrukere.” Tidsskrift for samfunnsforskning, 53, 406-427.
  • Schebella, M. F., Weber, D., Lindsey, K. & Daniels, C. B. (2017). “For the Love of Nature: Exploring the Importance of Species Diversity and Micro-Variables Associated with Favorite Outdoor Places.” Frontiers in psychology, 8, 2094.
  • Schultz, P. W. & Tabanico, J. (2007). “Self, Identity, and the Natural Environment: Exploring Implicit Connections With Nature.” Journal of Applied Social Psychology, 37, 1219-1247

Filosofiske perspektiver

  • Drenthen, M. & Keulartz, J. & Proctor, J. (2009). New Visions of Nature. Complexity and Authenticity. 10.1007/978-90-481-2611-8.
  • Fink, H. (2001). “Nature through western eyes” in Forest in Culture - Culture in Forest: Research Centre on Forest and People in Thailand. Research Center Foulum, Tjele, 21-33
  • Frølund, S. (2016). “Naturalness as an Educational Value.” Journal of Philosophy of Education, 50, 655-668.
  • Frølund, S. (2017). Gernot Böhmes atmosfæreæstetik og vejrfænomenologi. Studier i Pædagogisk Filosofi.
  • Gelter, H. (2000). “Friluftsliv : the Scandinavian philosophy of Outdoor recreation.” Canadian Journal of Environmental Education, 5, 77.
  • Kahn, P. H. JR., Severson, R. L. & Ruckert, J. H. (2009). ”Technological Nature – And the Problem When Good Enough Becomes Good” in New Visions of Nature – Complexity and Authencity, eds. M. Drenthen, J. Keulartz & J. Proctor, Springer Science, 21-39.
  • Kahn, P. H. J. (2011). “Biophilia” in Technological Nature: Adaptation and the Future of Human Life. Cambridge, MIT press, 11-26.
  • Schilhab, T. (2017). “Embodied cognition and science criticism: juxtaposing the early Nietzsche and Ingold's anthropology.” Biosemiotics, 10, 469-476
  • Wellner, G. (2014). “The Quasi-Face of the Cell Phone: Rethinking Alterity and Screens.” A Journal for Philosophy and the Social Sciences, 37, 299-316.    

ART/ Kognitive funktioner

  • Berman, M. G., Jonides, J. & Kaplan, S. (2008). ”The Cognitive Benefits of Interacting with Nature.” Psychological Science, 19, 1207-1212.
  • Berman, M. G., Kross, E., Krpan, K. M., Askren, M. K., Burson, A., Deldin, P. J., Kaplan, S., Sherdell, L., Gotlib, I. H. & Jonides, J. (2012). ”Interacting with nature improves cognition and affect for individuals with depression.” Journal of Affective Disorders, 140, 300-305.
  • Hutchins, E. (2014). “The cultural ecosystem of human cognition.” Philosophical Psychology, 27, 34-49.
  • Loh, K. K. & Kanai, R. (2015). ”How Has the Internet Reshaped Human Cognition?” The Neuroscientist, 22(5), 506-520
  • Ruiz-ariza, A., Casuso, R. A., Suarez-manzano, S. & Martínez-lópez, E. J. (2018). “Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young.” Computers & Education, 116, 49-63
  • Taylor, A. F. & Kuo, F. (2009). ”Children With Attention Deficits Concentrate Better After Walk in the Park.” Journal of Attention Disorders, 12, 402-409.
  • Ohly, H., White, M. P., Wheeler, B. W., Bethel, A., Ukoumunne, O. C., Nikolaou, V. & Garside, R. (2016). “Attention Restoration Theory: A systematic review of the attention restoration potential of exposure to natural environments.” Journal of Toxicology and Environmental Health, Part B, 19, 305-343
  • Schilhab, T. S. S., Stevenson, M. P. & Bentsen, P. (2018). ”Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes.” Frontiers in psychology, 9, 773, 1-5.
  • Walsh, J. J., Barnes, J. D., Cameron, J. D., Goldfield, G. S., Chaput, J.-P., Gunnell, K. E., Ledoux, A.-A., Zemek, R. L. & Tremblay, M. S. (2018). “Associations between 24 hour movement behaviours and global cognition in US children: a cross-sectional observational study.” The Lancet. Child & adolescent health, 2, 783
  • Wilmer, H. H., Sherman, L. E. & Chein, J. M. (2017). “Smartphones and Cognition: A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning.” Frontiers in Psychology, 8.

 

 

Stedsperspektiver

  • Lundberg, K. G. & Danielsen, H. (2010). ”Nærmiljø og plassmyter: Sentrum og drabantby mellom mangfold og trygghet.” Sosiologisk tidsskrift, Nr. 2, 18, 115-136.
  • Sandberg, M. (2012). "De är inte ute så mycket": den bostadsnära naturkontaktens betydelse och utrymme i storstadsbarns vardagsliv. Institutionen för kulturgeografi och ekonomisk geografi, Handelshögskolan vid Göteborgs universitet, Göteborg.

Metode artikler

  • Atkinson, P. & Sampson, C. (2019). “Narrative stability in interview accounts.” International Journal of Social Research Methodology, 22, 55-66.
  • Brinkmann, S. (2016). “Methodological breaching experiments: Steps toward theorizing the qualitative interview.” Culture & Psychology, 22, 520-533.
  • Bernard, H. R. (2011). “Research Design: Experiments and Experimental Thinking” in Research methods in anthropology: qualitative and quantitative approaches, eds. H.R. BERNHARD, Lanham, Md, AltaMira Press.
  • Bernard, H. R. (2011). “Cognitive Anthropology I: Analyzing Cultural Domains” in Research methods in anthropology: qualitative and quantitative approaches, eds. H.R. BERNHARD, Lanham, Md, AltaMira Press.
  • Buccitelli, A. B. (2016). “Digital Ethnography: Anthropology, Narrative, and New Media”. Journal of American Folklore, 129, 100-101.
  • Christensen, P., Mikkelsen, M. R., Nielsen, T. A. S. & Harder, H. (2011). ”Children, Mobility, and Space: Using GPS and Mobile Phone Technologies in Ethnographic Research.” Journal of Mixed Methods Research, 5, 227-246.
  • Collins, S. G., Durington, M., Favero, P., Harper, K., Kenner, A. & O’Donnell, C. (2017). “Ethnographic Apps/Apps as Ethnograpy.” Transforming Anthropology, 25, 23-34.
  • Edwards, A. (2012). “The role of common knowledge in achieving collaboration across practices.” Learning, Culture and Social Interaction, 1, 22-32.
  • Gallagher, S., Reinerman-jones, L., Janz, B., Bockelman, P. & Trempler, J. (2015). “A Neurophenomenology of Awe and Wonder: Towards a Non-Reductionist Cognitive Science.” New Directions in Philosophy and Cognitive Science. London: Palgrave Macmillan UK.
  • Hammersley, M. (2017). “Interview data: a qualified defence against the radical critique.” Qualitative Research, 17, 173-186.
  • Hoeyer, K. & Hogle, L. F. (2014). ”Informed Consent: The Politics of Intent and Practice in Medical Research Ethics.” Annual Review of Anthropology, 43, 347-362.
  • Høyer-kruse, J., Arvidsen, J. & Andkjær, S. (2015). Valg af design og metoder i spørgeskemaundersøgelsen, NatureMoves, Vidensblad 2., Syddansk Universitet.
  • Kusenbach, M. (2003). “Street phenomenology: The go-along as ethnographic research tool.” Ethnography, 4, 455-485.
  • Moeran, B. (2007). “From Participant Observation to Observant Participation: Anthropology, Fieldwork and Organizational Ethnography.” Creative Encounters, 1-25.
  • Pink, S., Sinanan, J., Hjorth, L. & Horst, H. (2016). “Tactile digital ethnography: Researching mobile media through the hand.” Mobile Media & Communication, 4, 237-251.
  • Pink, S. & Sinanan, J., Horst, H. & Hjorth, L. (2019). ”Sensory encounters and mobile technologies.” In Family and Space -Rethinking Family Theory and Empirical Approaches, eds. Halatcheva-trapp, M., Montanari, G. & Schlinzig, T., RMIT University, Melbourne.
  • Skår, M. (2009). ”Min, din og vår friluftslivshistorie: Hva har forskningsmetoder å si for -produksjonen av kunnskap om friluftsliv?” Norsk antropologisk tidsskrift, 20(3), 167-178.
  • Staunæs, D. & Krøjer, J. (2008). “Introduction: The complexity and power of methods and analytical optics.” International Journal of Qualitative Studies in Education, 21, 1-2.
  • Staunæs, D. & Kofoed, J. (2015). “Producing curious affects: visual methodology as an affecting and conflictual wunderkammer.” International Journal of Qualitative Studies in Education, 28, 1229-1248.
  • Suominen, J. & Sivula, A. (2013). “Gaming legacy? four approaches to the relation between cultural heritage and digital technology.” Journal on Computing and Cultural Heritage (JOCCH), 6(3), 12, 1-18.
  • Winthereik, B. R., Watts, L. & Maguire, J. (2019). ”The Energy Walk: Infrastructuring the imagination” in digitalSTS: A Field Guide for Science & Technology Studies, eds. J. Versi & D. Ribes, Princeton University Press, Princeton & Oxford, 349-364.

Børnehave og vuggestue

  • Borge, A. I. H., Nordhagen, R. & Lie, K. K. (2003). ”Children in the environment: Forest day-care centers: Modern day care with historical antecedents.” The History of the Family, 8, 605-618.
  • Ejbye-Ernst, N., Moss, B., Stockholm, D., Præstholm, S., Frøkjær, T.  & Lassen, B. (2019). “Betydningen af dagtilbudsarbejde med børn I naturen – en forskningsoversigt med fokus på nordisk litteratur”. Center for Børn og Natur.
  • Høyen, M. (2019). ”Natur i danske daginstitutitoner.” Dansk pædagogisk tidsskrift, 2019, Nr. 1, 76-87.
  • Natur og naturfænomener i dagtilbud: stærke rødder og nye skud, (2015). Danmarks Evalueringsinstitut, København.
  • Nugent, C., Macquarrie, S. & Beames, S. (2019). “'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners.” International Journal of Early Years Education, 27, 143-152.
  • Nugent, C. & Beames, S. (2015). ”Cultural transmission at nature kindergartens: Foraging as a key ingredient.” Canadian Journal of Environmental Education, 20, 78-91.
  • Macquarrie, S., Nugent, C. & Warden, C. (2015). “Learning with nature and learning from others: nature as setting and resource for early childhood education.” Journal of Adventure Education & Outdoor Learning, 15(1), 1-23.
  • Sharkins, K. A., Newton, A. B., Albaiz, N. E. A. & Ernest, J. M. (2015). “Preschool Children's Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings.” Early Childhood Education Journal, 44, 437.

Folkeskole

  • Andersen, P. U. & Brandt, H. (2018). ”Feltarbejde i bøgeskoven: med en app og dataopsamlingsudstyr som hjælpeværktøjer.” Kaskelot, Nr. 223, 30-33.
  • Bentsen, P., Mygind, E., & Randrup, T. B. (2009). Towards an understanding of udeskole: education outside the classroom in a Danish context. Education 3–13, 37(1), 29-44.
  • Brown, E., Sharples, M., Clough, G., Tangney, B., Wishart, J., Wijers, M., . . . Polmear, G. (2010). Education in the wild: contextual and location-based mobile learning in action. In. Learning Science Research Institute.
  • Bølling, M., Otte, C. R., Elsborg, P., Nielsen, G., & Bentsen, P. (2018). The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment. International Journal of Educational Research, 89, 22-35.
  • Børne- og undervisningsministeriet. (2018). Indholdet i forsøgsfaget teknologiforståelse er klar. Available: https:// www.uvm.dk/aktuelt/nyheder/uvm/2018/dec/181221-indholdet- i-forsoegsfaget-teknologiforstaaelse-er-klar [Accessed 21-01 2020].
  • Darian-smith, K. & Willis, J. (2017). Designing schools: space, place and pedagogy. London, Routledge.
  • Falk, G. C. & Chatel, A. (2016). “SmartGeo” – effective Geography learning and teaching based on Smartphone Apps.” University of Education Frieburg, Germany
  • Merry, M. S. (2018). Can schools teach citizenship? Discourse: Studies in the Cultural Politics of Education, 1-15. doi:10.1080/01596306.2018.1488242.
  • Vilsholm, R. L. og Chemnitz, J. (uden årstal) Skærm i naturvejledningen.
  • Zydney, J., & Schaen, R. (2018). Tracking Nature With Technology: First and fourth graders collaborate on a citizen science project to locate and research animals found in their school yard. Science and Children, 55(8), 38. doi:10.2505/4/sc18_055_08_38
  • Zydney, J. M., Warner, Z., & Angelone, L. (2020). Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. Computers & Education, 143. doi:10.1016/j.compedu.2019.103678

Økopædagogik

  • Bleck, S., Bullinger, M., Lude, A., & Schaal, S. (2012). Electronic Mobile Devices in Environmental Education (EE) and Education for Sustainable Development (ESD) – Evaluation of Concepts and Potentials. Procedia - Social and Behavioral Sciences, 46, 1232-1236.
  • Dewey, J. (1940). “Nature in experience”. Philosophical Review, 49, 244-258.
  • Dickinson, E. (2013). “The Misdiagnosis: Rethinking "Nature-deficit Disorder"”. Environmental Communication, 7, 315-335.
  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips.(Report)(Author abstract). Computers & Education, 68, 545.
  • Schaal, S. & Lude, A. (2015). “Using Mobile Devices in Environmental Education and Education for Sustainable Development—Comparing Theory and Practice in a Nation Wide Survey.” Sustainability, 7, 10153-10170.
  • Schaal, S., Otto, S., Schaal, S., & Lude, A. (2018). Game-related enjoyment or personal pre-requisites - which is the crucial factor when using geogames to encourage adolescents to value local biodiversity. International Journal of Science Education, Part B, 8(3), 213-226. doi:10.1080/21548455.2018.1441571
  • Schaal, S., Schaal, S., & Lude, A. (2015). Digital Geogames to Foster Local Biodiversity. International Journal for Transformative Research, 2(2), 16. doi:10.1515/ijtr-2015-0009
  • Schneider, J., & Schaal, S. (2018). Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames. Environmental Education Research, 24(11), 1597-1610.
  • Uzunboylu, H., Cavus, N., & Ercag, E. (2009). Using mobile learning to increase environmental awareness. Computers & Education, 52(2), 381-389. doi:10.1016/j.compedu.2008.09.008

Sundhed

  • Bakolis, I., Hammoud, R., Smythe, M., Gibbons, J., Davidson, N., Tognin, S. & Mechelli, A. (2018). S71. “Urban Mind: Using Smartphone Technologies to Investigate the Impact of Nature on Mental Wellbeing in Real Time.” Biological Psychiatry, 83, 1-12.   
  • Bento, G., & Dias, G. (2017). The importance of outdoor play for young children's healthy development. Porto Biomedical Journal, 2(5), 157-160.
  • Bratman, G. N., Hamilton, J. P., Hahn, K. S., Daily, G. C. & Gross, J. J. (2015). “Nature experience reduces rumination and subgenual prefrontal cortex activation.” Proceedings of the National Academy of Sciences of the United States of America, 112, 8567-8572.
  • Davies, C. & Eynon, R. (2013). Teenagers and technology, Hove, Routledge.
  • Engemann, K., Pedersen, C. B., Tsirogiannis, C., Mortensen, P. B. & Svenning, J.-C. (2018). “Childhood exposure to green space – A novel risk-decreasing mechanism for schizophrenia?” Schizophrenia Bulletin, 44, 142-148
  • Engemann, K., Pedersen, C. B., Arge, L., Tsirogiannis, C., Mortensen, P. B. & Svenning, J.-C. (2019). “Residential green space in childhood is associated with lower risk of psychiatric disorders from adolescence into adulthood.” Proceedings of the National Academy of Sciences of the United States of America, 116, 5188-5193.
  • Golding, S. E., Gatersleben, B. & Cropley, M. (2018). “An Experimental Exploration of the Effects of Exposure to Images of Nature on Rumination.” International journal of environmental research and public health, 15, 300.
  • Kjøller, M., Juel, K. & Kamper-Jørgensen, F. (2007). ”Naturen” in Folkesundhedsrapporten Danmark 2007. Statens Institut for Folkesundhed, København, 347-354.
  • Logan, A. C. & Selhub, E. M. (2012). “Vis Medicatrix naturae: does nature "minister to the mind"?” BioPsychoSocial medicine, 6, 1-11.
  • Vries, D. S., Verheij, R. A., Groenewegen, P. P. & Spreeuwenberg, P. (2003). ”Natural environments - healthy environments? An exploratory analysis of the relationship between greenspace and health.” Environment and Planning A, 35, 1717-1731

Stress

  • Hunter, M. R., Gillespie, B. W. & Chen, S. Y.-P. (2019).”Urban Nature Experiences Reduce Stress in the Context of Daily Life Based on Salivary Biomarkers.” Frontiers in psychology, 10, 722.
  • Wells, N. M. & Evans, G. W. (2003). “Nearby Nature: A Buffer of Life Stress among Rural Children.” Environment and Behavior, 35, 311-330. 

Fysisk aktivitet

  • Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E. B. H., Bienenstock, A., Chabot, G., Fuselli, P., Herrington, S., Janssen, I., Pickett, W., Power, M., Stanger, N., Sampson, M. & Tremblay, M. S. (2015). “What is the Relationship between Risky Outdoor Play and Health in Children? A Systematic Review.” International journal of environmental research and public health, 12, 6423-6454.
  • Eichberg, H. (2003). ”Natur og kropslig praksis” in Naturens værdi – Vinkler på danskernes forhold til naturen, eds. P. Agger, A. Reenberg, J. Læssøe & H.P. Hansen, Gads Forlag
  • Kenicke, M. & Thyssen, M. R. (2015). Sæt bevægelse i naturfagene. NTS-centret.
  • Lazar, K. B., Moysey, S. M., Brame, S., Coulson, A. B., Lee, C. M. & Wagner, J. R. (2018). “Breaking out of the traditional lecture hall: Geocaching as a tool for experiential learning in large geology service courses.” Journal of Geoscience Education, 66, 170-185.
  • Raney, M. A., Hendry, C. F. & Yee, S. A. (2019). “Physical Activity and Social Behaviors of Urban Children in Green Playgrounds.” American Journal of Preventive Medicine, 56, 522-529.

Caring

  • Chawla, L. (2007). “Childhood Experiences Associated with Care for the Natural World: A Theoretical Framework for Empirical Results.” Children Youth and Environments, 17, 144-170.
  • Kals, E., Schumacher, D. & Montada, L. (1999). “Emotional Affinity toward Nature as a Motivational Basis to Protect Nature.” Environment and Behaviour, 31, 178-202.
  • Quigley, C. & Lyons, R. (2017). “The Role of Care in Environmental Education.” in Exploring Emotions, Aesthetics and Wellbeing in Science Education Research, eds. A. BELLOCCHI, Springer International Publishing, Switzerland.
  • Yli-Panula, E., Persson, C., Jeronen, E., Eloranta, V., & Pakula, H.-M. (2019). Landscape as Experienced Place and Worth Conserving in the Drawings of Finnish and Swedish Students. Education Sciences, 9.

Bæredygtighed

  • Beery, T., Jönsson, K. I., & Elmberg, J. (2015). From environmental connectedness to sustainable futures: Topophilia and human affiliation with nature. Sustainability, 7(7), 8837-8854.
  • Beery, T. H., Raymond, C. M., Kyttä, M., Olafsson, A. S., Plieninger, T., Sandberg, M., Stenseke, M., Tengö, M. & Jönsson, K. I. (2017). “Fostering incidental experiences of nature through green infrastructure planning.” A Journal of the Human Environment, 46, 717-730.
  • Dorward, L. J., Mittermeier, J. C., Sandbrook, C. & Spooner, F. (2017). “Pokémon Go: Benefits, Costs, and Lessons for the Conservation Movement.” Conservation Letters, 10, 160-165.
  • Fjørtoft, I. (2004). “Landscape as Playscape: The Effects of Natural Environments on Children's Play and Motor Development.” Children Youth and Environments, 14, 21-44.
  • Skriver Hansen, A., & Sandberg, M. (2019). Reshaping the outdoors through education: exploring the potentials and challenges of ecological restoration education. Journal of Outdoor and Environmental Education

Barndom og natur

  • Andersson, P. (2009). ”Naturligt = bra? Funderinger över ett värdeladdat begrepp” in Naturen som symbol för den goda barndomen, eds. G. HALLDÉN, Carlsson, Stockholm, 25-33.
  • Andkjær, S., Høyer-kruse, J. & Arvidsen, J. (2016). Børn og unges hverdagsfriluftsliv: NatureMoves spørgeskemaundersøgelse om børn og unges aktiviteter og oplevelser i naturen, Odense, Syddansk Universitet, Institut for Idræt og Biomekanik.
  • Bjartveit, C. J. (2011). “Speaking the Language of Nature: Reconceptualizing Early Literacy in Telling the Stories from the Garden.” Canadian Children, 36, 17.
  • Childhood and nature: a survey on changing relationships with nature across generations (2009). England Marketing, England.
  • Crawford, M. R., Holder, M. D. & O’Connor, B. P. (2017). “Using Mobile Technology to Engage Children With Nature.” Environment and Behavior, 49, 959-984.
  • Ejbye-Ernst, N. (2013). ”Hvad ved vi om arbejdet med udsatte unge i naturen?” BikubenFonden
  • YouGov (2018) Friluftsrådet nulpunktsmåling. Friluftsrådet, København. 
  • Gray, T. (2018). “Being in nature is good for learning—here's how to get kids outside.” Medical Press.
  • Halldén, G. (2009). ”Inledning” in Naturen som symbol för den goda barndomen, eds. G. Halldén, Carlsson, Stockholm, 8-24.
  • Halldén, G. (2010). ”Varför tycker vi att barn ska vara ute?”  Förskoletidningen.
  • Ladekjær, E., Jacobsen, R. H., Jensen, S. V., Jensen, J. M. & Faurschou, E. (2019). Rapport – ekstern evaluering af Projekt Udvikling af Udeskole. VIVE - Det nationale forsknings- og analysecenter for velfærd.
  • Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T. & Floyd, M. F. (2019). “Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth?” Environment and Behavior, 51, 966-991.
  • Lee, P. C. (2012). “The Human Child's Nature Orientation.” Child Development Perspectives, 6, 193-198.
  • Malone, K. (2016). “Reconsidering Children's Encounters With Nature and Place Using Posthumanism.” Australian Journal of Environmental Education, 32, 42-56
  • Malone, K. (2016). “Posthumanist approaches to theorizing children’s human-nature relations” in Reconsidering Children's Encounters With Nature and Place Using Posthumanism, eds. K. MALONE, Centre for Educational Research, Sydney.
  • Nilsson, A. V., Schilhab, T. & Andkjær, S. (2018). ”Teknologien kan få børn ud i naturen.” Asterisk, Nr. 86 (2018), 16-18.
  • Read, J. (2011). Gutter to Garden: Historical Discourses of Risk in Interventions in Working Class Children’s Street Play. Children & Society, 25(6), 421-434. doi:10.1111/j.1099-0860.2010.00293.x
  • Schilhab, T. (2017). ”Læring og dannelse ude.” Unge pædagoger, 78(4), 78-85.
  • Schilhab, T. (2018). Børn mangler virkelig natur. Aktuel Naturvidenskab, 5, 1-2.
  • Schilhab, T. & Esbensen, G. L. (2019). “Outdoor learning with apps in Danish open education.” in Open Education, Springer.
  • Soga, M., Yamanoi, T., Tsuchiya, K., Koyanagi, T. F., & Kanai, T. (2018). What are the drivers of and barriers to children’s direct experiences of nature? Landscape and Urban Planning, 180, 114-120. doi:10.1016/j.landurbplan.2018.08.015
  • Taylor, A. F. & Kuo, F. (2006). “Is contact with nature important for healthy child development? State of the evidence.” in Children and their Environments: Learning, Using and Designing Spaces, eds C. SPENCER & M. BLADES, Cambridge University Press, Cambridge, 124-140.
  • Thomson, D. (2013). “Lost Freedom: The Landscape of the Child and the British Post-war Settlement.” Social History of Medicine, 28, 409-410.
  • Verbeek, P., & Waal, F. B. M. (2002). ”The primate relationship with nature: Biophilia as a general pattern.” in Children and nature: Psychological, sociocultural, and evolutionary investigations, eds. P.H. KAHN, & S.R. KELLERT, Cambridge, MIT Press, 1-27.
  • Videbæk, K. (2018). “Kommuner investerer i virtuelle spil: Skærmglade unge skal ud i det fri og bevæge sig”, DR nyheder

Dataetiske perspektiver

  • Byrne, C. S. & Tranberg, P. (2017). ”15 punkter til ansvarlig brug af skolebørns data”, Berlingske, 1-5.
  • Christensen, L. L., Larsen, M. C. & Wind, S.T. (2018). Ethical challenges in digital research: A guide to discuss ethical issues in digital research. Aalborg Universitet, Digetik, DigHumLab.
  • Ethics in Social Science and Humanities, (2018). European Commission.
  • Johansen, S. L. & Larsen, M. C. (2016). Digitale medier i småbørnshøjde: Om 0-8-årige børns brug af digitale medier i hjemmet. Børnesagkyndigt medlem af Medierådet for Børn og Unge. 
  • Johansen, S. L. (2018). Børn har ret til privatliv på nettet - både med og uden voksne. Børnesagkyndigt medlem af Medierådet for Børn og Unge. 
  • Kjær, J. S. (2018). ”Datatilsynet: Nu hæfter I alle for Facebooks fejltrin”, Politiken, 1-5.
  • Tranberg, P. & Oehlenshlæger, M. (2018). Bjørnetjenester. DataEthics.
  • Tranberg, P. (2018). Digitalt selvforsvar: guide til teenagere, forældre & lærere: tag kontrol over dine data og dit digitale liv. DataEthics
  • Styrkelse af dataetik og it-sikkerhed på undervisningsområdet, (2018). Undervisningsministeriet, København.
  • Pels, P., Boog, I., Henrike Florusbosch, J., Kripe, Z., Minter, T., Postma, M., Sleeboom‐Faulkner, M., Simpson, B., Dilger, H., Schönhuth, M., Poser, A., Castillo, R. C. A., Lederman, R. & Richards‐Rissetto, H. (2018). “Data management in anthropology: the next phase in ethics governance?” Social Anthropology, 26, 391-413.

Leg

  • Skovbjerg, H. M. (2017). ”Idéhistoriske perspektiver på leg.” Dansk pædagogisk tidsskrift, 2017, nr. 4, 42-49.
  • Skår, M., Gundersen, V. & O'Brien, L. (2016). ”How to engage children with nature: why not just let them play?” Children's Geographies, 14, 527-540.
  • Skår, M., Wold, L. C., Gundersen, V. & O'Brien, L. (2016). “Why do children not play in nearby nature? Results from a Norwegian survey.” Journal of Adventure Education and Outdoor Learning, 16, 239-255.
  • Stordal, G., Follo, G. & Pareliussen, I. (2015). “Betwixt the wild, unknown and the safe: play and the affordance of nature within an early childhood education and care institution in Norway.” International Journal of Early Childhood Environmental Education, 3(1) 28-37.
  • Vadala, C. E., Bixler, R. D. & James, J. J. (2007). “Childhood Play and Environmental Interests: Panacea or Snake Oil?” The Journal of Environmental Education, 39, 3-18.
  • Wold, L. & Skår, M. & Gundersen, V. (2016). ”«Innendørs blir fantasien innestengt»: Om nærnaturens betydninger i barns hverdagsliv.” Tidsskrift for utmarksforskning, 1, 27-40.

Uden for kategori

  • Bond, E. (2014). Childhood, mobile technologies and everyday experiences: changing technologies = changing childhoods? Basingstoke: Palgrave Macmillan.
  • Chivers, T. (2018). “How we got social media all wrong?” New Scientist.
  • Clough, G. (2010). “Geolearners: Location-Based Informal Learning with Mobile and Social Technologies.” IEEE Transactions on Learning Technologies, 3, 33-44.
  • Dijck, J. V. & Poell, T. (2013). “Understanding social media logic.” Media and Communication, 1, 2-14.
  • Ejbye-Ernst, N., Nielsen, T. T. & Præstholm, S. (2013). ”Håndholdt geografisk information med mobilen ud i naturen.” Geografisk orientering, 43(3), 18-24.
  • Hjalager, A.M., Nielsen, T.T., Nielsen, N.C., & Nielsen, S.P.P. (2013). Avanceret teknologi i friluftslivet: Tendenser, innovation og perspektiver. Danish Centre for Rural Research and Development (CLF), Esbjerg.
  • Jiang, B., Schmillen, R. & Sullivan, W. C. (2018). ”How to Waste a Break: Using Portable Electronic Devices Substantially Counteracts Attention Enhancement Effects of Green Spaces.” Environment and Behavior, 51, 1133-1160.
  • Kofoed, J. & Kousholt, D. (2011). ”Etiske fordringer og multiple temporaliteter: forord.” Nordiske udkast, 39, Nr. 1/2, 1-7.
  • Macfarlane, R. (2015). The word-hoard: Robert Macfarlane on rewilding our language of landscape. The Guardian.
  • Soga, M. & Gaston, K. J. (2016). “Extinction of experience: the loss of human — nature interactions.” Frontiers in Ecology and the Environment, 14, 94-101.
  • Moos-Bjerre (2017) Undersøgelse af danskernes friluftsliv. Friluftsrådet, København
  • Venturelli, P. A., Hyder, K. & Skov, C. (2017). ”Angler apps as a source of recreational fisheries data: opportunities, challenges and proposed standards.” Fish and Fisheries, 18, 578-595.

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