Johan Öhman

Articles in journals

• Östman, L. & Öhman, J. (2022). A transactional methodology for analysing learning. Mind, culture and activity.
• Schoultz, M. , Öhman, J. & Quennerstedt, M. (2022). Experiences of intrinsic values in education for older adults: insights from a Swedish senior university. European Journal for Research on the Education and Learning of Adults, 13 (1), 39-57.
• Hansson, P. & Öhman, J. (2022). Museum education and sustainable development: A public pedagogy. European Educational Research Journal, 21 (3), 469-483.
• Tryggvason, Á. , Sund, L. & Öhman, J. (2022). Schooling and ESE: revisiting Stevenson’s gap from a pragmatist perspective. Environmental Education Research, 28 (8), 1237-1250.
• Öhman, J. & Sund, L. (2021). A didactic model of sustainability commitment. Sustainability, 13 (6).
• Schoultz, M. , Öhman, J. & Quennerstedt, M. (2020). A review of research on the relationship between learning and health for older adults. International Journal of Lifelong Education, 39 (5-6), 528-544.
• Nicklas, L. & Öhman, J. (2019). A posthuman approach to human-animal relationships: advocating critical pluralism. Environmental Education Research, 25 (8), 1200-1215.
• Boström, M. , Andersson, E. , Berg, M. , Gustafsson, K. M. , Gustavsson, E. , Hysing, E. , Lidskog, R. , Löfmarck, E. & et al. (2018). Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach. Sustainability, 10 (12).
• Larsson, C. & Öhman, J. (2018). Music improvisation as an aesthetic event: Towards a transactional approach to meaning-making. European Journal of Philosophy in Arts Education, 3 (1), 121-181.
• Andersson, E. & Öhman, J. (2017). Young people’s conversations about environmental and sustainability issues in social media. Environmental Education Research, 23 (4), 465-485.
• Andersson, P. & Öhman, J. (2016). Logics of business education for sustainability. Environmental Education Research, 22 (4), 463-479.
• Öhman, J. (2016). New ethical challenges within environmental and sustainability education. Environmental Education Research, 22 (6), 765-770.
• Öhman, J. , Öhman, M. & Klas, S. (2016). Outdoor recreation in exergames: a new step in the detachment from nature?. Journal of Adventure Education and Outdoor Learning, 16 (4), 285-302.
• Andersson, K. & Öhman, J. (2015). Moral relations in encounters with nature. Journal of Adventure Education and Outdoor Learning, 15 (4), 310-329.
• Rudsberg, K. & Öhman, J. (2015). The role of knowledge in participatory and pluralistic approaches to ESE. Environmental Education Research, 21 (7), 955-974.
• Klaar, S. & Öhman, J. (2014). Children’s meaning making of nature in an outdoor-oriented and democratic Swedish preschool practice. European Early Childhood Education Research Journal, 22 (2), 229-253.
• Klaar, S. & Öhman, J. (2014). Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning. International Journal of Early Years Education, 22 (1), 37-58.
• Öhman, J. (2014). Om didaktikens möjligheter: ett pragmatiskt perspektiv. Utbildning och Demokrati, 23 (3), 33-52.
• Sund, L. & Öhman, J. (2014). On the need to repoliticise environmental and sustainability education: rethinking the post-political consensus. Environmental Education Research, 20 (5), 639-659.
• Sund, L. & Öhman, J. (2014). Swedish teachers’ ethical reflections on a study visit to Central America. Journal of Moral Education, 43 (3), 316-331.
• Sandell, K. & Öhman, J. (2013). An educational tool for outdoor education and environmental concern. Journal of Adventure Education and Outdoor Learning, 13 (1), 36-55.
• Kronlid, D. O. & Öhman, J. (2013). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, 19 (1), 21-44.
• Rudsberg, K. , Öhman, J. & Östman, L. (2013). Analyzing students' learning in classroom discussions about socioscientific issues. Science Education, 97 (4), 594-620.
• Öhman, J. & Gustafsson, B. (2013). DEQUAL: a tool for investigating deliberative qualities in students’ socioscientific conversations. International Journal of Environmental and Science Education, 8 (2), 319-338.
• Öhman, J. (2013). En respons till Swedish environmental and sustainability education research in the era of post-politics?. Utbildning och Demokrati, 22 (2), 123-129.
• Öhman, J. & Öhman, M. (2013). Participatory approach in practice: an analysis of student discussions about climate change. Environmental Education Research, 19 (3), 324-341.
• Klaar, S. & Öhman, J. (2012). Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool. European Early Childhood Education Research Journal, 20 (3), 439-454.
• Öhman, M. & Öhman, J. (2012). Harmoni eller konflikt? en fallstudie av meningsinnehållet i utbildning för hållbar utveckling. NorDiNa: Nordic Studies in Science Education, 8 (1), 59-72.
• Andersson, P. , Öhman, J. & Östman, L. (2011). A business to change the world: moral responsibility in textbooks for international economics. Utbildning och Demokrati, 20 (1), 79-96.
• Sund, L. & Öhman, J. (2011). Cosmopolitan perspectives on education and sustainable development: between universal ideals and particular values. Utbildning och Demokrati, 20 (1), 13-34.
• Quennerstedt, M. , Öhman, J. & Öhman, M. (2011). Investigating learning in physical education: a transactional approach. Sport, Education and Society, 16 (2), 159-177.
• Öhman, J. (2011). Theme: New Swedish environmental and sustainability education research. Utbildning och Demokrati, 20 (1), 3-12.
• Sandell, K. & Öhman, J. (2010). Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective. Environmental Education Research, 16 (1), 113-132.
• Læssøe, J. & Öhman, J. (2010). Learning as democratic action and communication: framing Danish and Swedish environmental and sustainability education. Environmental Education Research, 16 (1), 1-7.
• Rudsberg, K. & Öhman, J. (2010). Pluralism in practice: experiences from Swedish evaluation, school development and research. Environmental Education Research, 16 (1), 95-111.
• Öhman, J. (2009). Sigtuna think piece 4: climate change education in relation to selective traditions in environmental education. Southern African Journal of Environmental Education, 26, 49-57.
• Öhman, J. & Östman, L. (2008). Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach. Canadian Journal of Environmental Education, 13 (1), 57-72.
• Öhman, J. (2008). Erfarenhet och meningsskapande. Utbildning och Demokrati, 17 (3), 25-46.
• Öhman, M. & Öhman, J. (2008). Power in action: Possibilities and restraints in ESD practice. Envigogika, 3 (1).
• Almqvist, J. , Kronlid, D. , Quennerstedt, M. , Öhman, J. , Öhman, M. & Östman, L. (2008). Pragmatiska studier av meningsskapande. Utbildning och Demokrati, 17 (3), 11-24.
• Almqvist, J. , Kronlid, D. , Quennerstedt, M. , Öhman, J. , Öhman, M. & Östman, L. (2008). Tema: Didaktiska undersökningar. Utbildning och Demokrati, 17 (3), 5-10.
• Öhman, J. & Östman, L. (2007). Continuity and change in moral meaning-making – a transactional approach. Journal of Moral Education, 36 (2), 151-168.
• Öhman, J. (2006). Pluralism and criticism in environmental education and education for sustainable development: a practical understanding. Environmental Education Research, 12 (2), 149-163.

Chapters in books

• Sund, L. & Öhman, J. (2022). A transactional perspective on ethics and morals. In: Jim Garrison; Johan Öhman; Leif Östman, Deweyan transactionalism in education: Beyond self-action and inter-action (pp. 193-206). London: Bloomsbury Academic.
• Andersson, P. & Öhman, J. (2022). Applications of transactional methodologies for analysis of teaching and learning processes. In:  Deweyan transactionalism in education: Beyond self-action and inter-action (pp. 87-98). London: Bloomsbury Academic.
• Garrison, J. , Öhman, J. & Östman, L. (2022). Introduction. In: Jim Garrison; Johan Öhman; Leif Östman, Deweyan transactionalism in education : Beyond self-action and inter-action (pp. 1-16). London: Bloomsbury Academic.
• Klaar, S. & Öhman, J. (2022). Learning through encounters with the physical environment. In: Jim Garrison; Johan Öhman; Leif Östman, Deweyan transactionalism in education: Beyond self-action and inter-action (pp. 111-122). London: Bloomsbury Academic.
• Hansson, P. & Öhman, J. (2022). The Museum as exploration. In: Jim Garrison; Johan Öhman; Leif Östman, Deweyan transactionalism in education: Beyond self-action and inter-action (pp. 165-178). London: Bloomsbury Academic.
• Öhman, J. & Sandell, K. (2021). Forskning om naturkontakt som miljöpedagogik. Bilaga till kapitlet Naturkontakt och miljöengagemang. In: Håkan Tunón; Klas Sandel, Biologisk mångfald, naturnyttor och ekosystemtjänster: Svenska perspektiv på livsviktiga framtidsfrågor. Uppsala: SLU - Centrum för biologisk mångfald.
• Quennerstedt, M. , Öhman, M. & Öhman, J. (2021). Friluftsliv, health and quality of life: About friluftsliv as a method for health. In: Brügge, Britta; Glantz, Matz; Sandell, Klas; Lundqvist Jones, Therese; Szczepanski, Anders & Andersson, Per, Friluftsliv explored: An environmental and outdoor teaching approach for knowledge, emotions and quality of life (pp. 203-216). Linköping: Linköping University Electronic Press.
• Sandell, K. & Öhman, J. (2021). Naturkontakt som miljöpedagogik. In: Håkan Tunón; Klas Sandell, Biologisk mångfald, naturnyttor och ekosystemtjänster: Svenska perspektiv på livsviktiga framtidsfrågor (pp. 105-113). Uppsala: SLU - Centrum för biologisk mångfald.
• Boström, M. , Lundahl, C. & Öhman, J. (2020). Inledning: Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling. In: Magnus Boström, Christian Lundahl, Johan Öhman, Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling. (pp. 7-19). Örebro: Örebro Universitet.
• Tryggvason, Á. & Öhman, J. (2020). Kunskap + värde = sant. In: Andreas Fejes och Magnus Dahlstedt, Perspektiv på skolans problem: Vad säger forskningen? (pp. 393-406). Lund: Studentlitteratur AB.
• Öhman, J. & Kronlid, D. O. (2019). A pragmatist perspective on value education. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 93-102). Milton Park and New York: Routledge.
• Östman, L. , Van Poeck, K. & Öhman, J. (2019). A transactional theory on sustainability learning. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 127-139). Milton Park and New York: Routledge.
• Östman, L. , Van Poeck, K. & Öhman, J. (2019). A transactional theory on sustainability teaching: Teacher moves. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 140-152). Milton Park and New York: Routledge.
• Rudsberg, K. & Öhman, J. (2019). Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 175-184). Milton Park and New York: Routledge.
• Tryggvason, Á. & Öhman, J. (2019). Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 115-124). Milton Park and New York: Routledge.
• Öhman, J. & Östman, L. (2019). Different teaching traditions in environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 70-82). Milton Park and New York: Routledge.
• Van Poeck, K. , Östman, L. & Öhman, J. (2019). Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 153-161). Milton Park and New York: Routledge.
• Van Poeck, K. , Östman, L. & Öhman, J. (2019). Introduction: sustainable development teaching – ethical and political challenges. In: Katrien Van Poeck, Leif Östman och Johan Öhman, Sustainable development teaching: ethical and political challenges (pp. 1-12). . Routledge.
• Öhman, M. & Öhman, J. (2019). Power and governance in environmental and sustainability education practice. In: Katrien Van Poeck; Leif Östman; Johan Öhman, Sustainable development teaching: ethical and political challenges (pp. 185-193). . Routledge.
• Öhman, M. & Öhman, J. (2019). Power and governance in environmental and sustainability education practice. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 185-193). Milton Park and New York: Routledge.
• Östman, L. , Van Poeck, K. & Öhman, J. (2019). Principles for sustainable development teaching. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 40-56). Milton Park and New York: Routledge.
• Öhman, J. & Östman, L. (2019). The ethical tendency typology: Ethical and moral situations in environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 83-92). Milton Parl and New York: Routledge.
• Öhman, J. & Sandell, K. (2016). Environmental concerns and outdoor studies: nature as fosterer. In: Barbara Humberstone, Heather Prince & Karla A. Anderson, Routledge International Handbook of Outdoor Studies (pp. 30-39). Abingdon, Oxon: Routledge.
• Andersson, K. M. , Rudsberg, K. & Öhman, J. (2015). Miljödidaktisk lärandeanalys. In: Leif Östman, Naturmötespraktiker och miljödidaktiskt lärande (pp. 235-254). . Uppsala universitet.
• Öhman, J. , Andersson, K. & Sandberg, M. (2013). Barns möte med naturen. In: Peter Fredman, Marie Stenseke, Klas Sandell, Anders Mossing, Friluftsliv i förändring: resultat från ett forskningsprogram: slutrapport (pp. 115-130). Stockhom: Rapport (Statens naturvårdsverk).
• Öhman, J. , Wolf-Watz, D. , Sandell, K. & Beery, T. (2013). Friluftsliv och miljöengagemang. In: Peter Fredman, Marie Stenseke, Klas Sandell, Anders Mossing, Friluftsliv i förändring: resultat från ett forskningsprogram: slutrapport (pp. 145-159). Stockhom: Naturvårdsverket.
• Öhman, M. & Öhman, J. (2011). Kroppen i friluftslivet. In: Klas Sandell, Johan Arnegård, Erik Backman, Friluftssport och äventyrsidrott: utmaningar för lärare, ledare och miljö i en föränderlig värld (pp. 147-172). Lund: Studentlitteratur AB.
• Öhman, J. (2010). Klimatundervisning: fakta, normer eller kritiskt tänkande?. In: Birgitta Johansson, Sverige i nytt klimat: våtvarm utmaning (pp. 433-443). Stockholm: Forskningsrådet Formas.
• Kronlid, D. O. & Öhman, J. (2010). Tankeredskap för klimatididaktiska val. In: David O. Kronlid, Klimatdidaktik: att undervisa för framtiden (pp. 146-163). Stockholm: Liber.
• Englund, T. , Öhman, J. & Östman, L. (2008). Deliberative communication for sustainability?: A Habermas-inspired pluralistic approach. In:  Sustainability and security within liberal societies: Learning to live with the future (pp. 29-45). London: Routledge.
• Öhman, J. (2008). Environmental ethics and democratic responsibility: a pluralistic approach to ESD. In: Johan Öhman, Values and democracy in education for sustainable development: contributions from Swedish research (pp. 17-32). Malmö: Liber.
• Wickenberg, P. & Öhman, J. (2008). Från undervisningsområde till etablerat forskningsfält: forskarnätverk som stöd och stimulans för mångvetenskaplig forskning om och för utbildning för hållbar utveckling. In:  RESULTATDIALOG 2008: Forskning inom utbildningsvetenskap (pp. 111-118). Stockholm: Vetenskapsrådet.
• Kronlid, D. , Öhman, J. & Friman, E. (2008). Lärande och utbildning för hållbar utveckling. In: Eva Friman, Carina Borgström Hansson, Hållbar utveckling och lärande: inspirationsskrift för universitetslärare (pp. 9-14). Solna: Världsnaturfonden WWF.
• Quennerstedt, M. , Öhman, M. & Öhman, J. (2007). Friluftsliv, hälsa och livskvalitet. In: Britta Brügge, Matz Glantz, Klas Sandell, Friluftslivets pedagogik: för kunskap, känsla och livskvalitet (pp. 195-208). Stockholm: Liber.
• Öhman, J. (2004). Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students' constitution as democratic citizens. In: Per Wickenberg ..., Learning to change our world?: Swedish research on education & sustainable development (pp. 33-57). Lund: Studentlitteratur.
• Öhman, J. & Sundberg, M. (2004). Rörelse i naturen: ett alternativt kroppsmöte. In: Iann Lundegård, Per-Olof Wickman, Ammi Wohlin, Utomhusdidaktik (pp. 171-186). Lund: Studentlitteratur.

Collections (editor)

• Garrison, J. (ed.) , Öhman, J. (ed.) & Östman, L. (ed.) (2022). Deweyan transactionalism in education: Beyond self-action and inter-action. London: Bloomsbury Academic.
• Boström, M. (ed.) , Lundahl, C. (ed.) & Öhman, J. (ed.) (2020). Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling. Örebro: Örebro Universitet (Rapporter i pedagogik 23).
• Van Poeck, K. (ed.) , Östman, L. (ed.) & Öhman, J. (ed.) (2019). Sustainable Development Teaching: Ethical and Political Challenges. Milton Park and New York: Routledge (Routledge Studies in Sustainability ).
• Öhman, J. (ed.) (2008). Values and democracy in education for sustainable development: contributions from Swedish research. Malmö: Liber.

Conference papers

• Tryggvason, Á. , Sund, L. & Öhman, J. (2021). Schooling and ESE: Revisiting Stevenson’s argument from a pragmatist perspective.  Paper presented at European Conference on Educational Research (ECER 2021), (Online Conference), September 6–10, 2021.
• Hansson, P. & Öhman, J. (2021). Sustainability museum education.  Paper presented at Nordisk forskningskonferanse om bærekraft i utdanning, Oslo, Norway, October 21–22, 2021.
• Tryggvason, Á. , Sund, L. & Öhman, J. (2021). The habit of schooling and the habit of inquiry in ESE.  Paper presented at Nordisk forskningskonferanse om bærekraft i utdanning, Oslo, Norway, October 21–22, 2021.
• Öhman, J. (2018). Selective traditions of environmental and sutainability education revisited.  Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
• Öhman, J. (2018). The ethical tendency typology.  Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
• Rudsberg, K. , Öhman, J. & Östman, L. (2017). A Transactional Perspective on Meaning-making: Democratic Discussions.  Paper presented at ECER 2017, Copenhagen, Denmark, August 22-25, 2017. European Educational Research Association.
• Öhman, J. & Sund, L. (2017). Ethical reflections.  Paper presented at ECER 2017, Copenhagen, Denmark, August 22-25, 2017.
• Öhman, J. (2017). Smed methodology.  Paper presented at ECER 2017, Copenhagen, Denmark, August 22-25, 2017.
• Öhman, J. (2013). Sustainable Development in Educational Practice : Possibilities and Restraints.  Paper presented at The European Conference on Educational Research 2013 (ECER), Istanbul, Turkiet, 10–13 september, 2013.
• Sund, L. & Öhman, J. (2013). Teachers’ ethical reflections on a North–South study visit.  Paper presented at ECER i Istanbul, Turkiet, 10–13 september, 2013.
• Sund, L. & Öhman, J. (2012). Poststructural criticism of cosmopolitanism: implications for education for sustainable development.  Paper presented at American Educational Research Association (AERA).
• Öhman, J. (2009). Att utbilda för hållbar utveckling: Ett pluralistiskt perspektiv. In: Mathias Demetriades och Cecilia Karlström,  Nycklar till framtiden Lärande för hållbar utveckling. Paper presented at Nycklar till framtiden - lärande för hållbar utveckling, Nyköping 18-19 november 2009. (pp. 9-19).
• Quennerstedt, M. , Öhman, J. & Öhman, M. (2009). Investigating learning in physical education.  Paper presented at BERA Conference 2009, Manchester, UK.
• Sandell, K. & Öhman, J. (2008). Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective.  Paper presented at Friluftsforskning 2008, Karlstad, 12–13 november, 2008.
• Almqvist, J. , Quennerstedt, M. , Öhman, J. , Öhman, M. & Östman, L. (2008). Pragmatic investigation: studies of meaning-making in educational practices.  Paper presented at NFPF/NERA Conference 2008.

Doctoral theses, comprehensive summaries

• Öhman, J. (2006). Den etiska tendensen i utbildning för hållbar utveckling: meningsskapande i ett genomlevandeperspektiv. (Doctoral dissertation). (Comprehensive summary) Örebro: Örebro universitetsbibliotek.

Manuscripts

• Klaar, S. & Öhman, J. Doing, knowing, caring and feeling : Exploring relations between nature-oriented teaching and preschool children’s learning.
• Tryggvason, Á. & Öhman, J. Den politiska dimensionen i samhällskunskap.
• Öhman, J. & Östman, L. Developing the sociocultural perspective on moral meaning-making : the question of individual continuity and change.
• Teledahl, A. & Öhman, J. The Logic of Communication in Competency Frameworks for Mathematics.
• Rudsberg, K. & Öhman, J. The role of knowledge in participatory and pluralistic approaches to ESE.

Other

• Öhman, J. (2023). Johan Öhman paper collection: Outdoor education. Örebro: Johan Öhman.

Reports

• Öhman, J. , Mårtensson, F. , Lisberg-Jensen, E. & Söderström, M. (2011). Den nyttiga utevistelsen?: Forskningperspektiv på naturkontaktens betydelse för barns hälsa och miljöengagemang. Stockholm: Naturvårdsverket (Naturvårdverkets rapporter 6407).
• Bladh, G. , Boman, M. , Emmelin, L. , Ernerfeldt Burman, L. , Haraldson, A. , Henningsson, S. , Lindhagen, A. , Lundmark, L. & et al. (2008). Vara i naturen: varför eller varför inte? Delresultat från en nationell enkät om friluftsliv och naturturism i Sverige.. Forskningsprogrammet Friluftsliv i förändring.
• Quennerstedt, M. & Öhman, J. (2000). Perspektiv på hälsa. Örebro: Örebro universitet.