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Sjöström, Jesper, ProfessorORCID iD iconorcid.org/0000-0002-3083-1716
Publications (10 of 143) Show all publications
Clucas, P. & Sjöström, J. (2024). Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education. Science & Education
Open this publication in new window or tab >>Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education
2024 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901Article in journal (Refereed) Epub ahead of print
Abstract [en]

There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers' visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed "Bildung-related elements" to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers' awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers' implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.

Place, publisher, year, edition, pages
Springer, 2024
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-66870 (URN)10.1007/s11191-024-00510-6 (DOI)001190281600001 ()2-s2.0-85188443751 (Scopus ID)
Available from: 2024-04-23 Created: 2024-04-23 Last updated: 2024-04-23Bibliographically approved
Sjöström, J. (2023). Bildning som didaktisk ledstjärna (3ed.). In: E. Insulander; S. Selander (Ed.), Att bli lärare: (pp. 27-32). Stockholm: Liber
Open this publication in new window or tab >>Bildning som didaktisk ledstjärna
2023 (Swedish)In: Att bli lärare / [ed] E. Insulander; S. Selander, Stockholm: Liber, 2023, 3, p. 27-32Chapter in book (Other academic)
Abstract [sv]

Kapitlet fokuserar på lärares komplexa kunskapsuppdrag och föreslår bildning som ledstjärna. Didaktiken blir då bildningsorienterad. Kapitlet lyfter fram några perspektiv och frågor, som man som lärare kan använda sig av vid planering av och reflektion över bildningsorienterad undervisning.

Place, publisher, year, edition, pages
Stockholm: Liber, 2023 Edition: 3
Keywords
didaktik, bildning, undervisning, lärare, kunskapsuppdrag, värdegrund, Klafki, bildningsorienterad didaktik, integrativ didaktik, didaktisk analys, praxis
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-64199 (URN)9789147147489 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Sjöström, J. (2023). Eco-reflexive Bildung-oriented subject didaktik. In: NOFA 9: Education, knowledgeand Bildung in a global world : May 9–11, 2023 in Vaasa, Finland : Book of Abstracts. Paper presented at NoFa9 – The 9th Nordic Conference on Subject Education: Education, knowledge and Bildung in a global world, May 9–11, 2023 in Vaasa, Finland. Åbo
Open this publication in new window or tab >>Eco-reflexive Bildung-oriented subject didaktik
2023 (English)In: NOFA 9: Education, knowledgeand Bildung in a global world : May 9–11, 2023 in Vaasa, Finland : Book of Abstracts, Åbo, 2023Conference paper, Oral presentation only (Refereed)
Abstract [en]

Bildung is an old and complex concept with several elements and dimensions. A socio-political dimension is the most recent. This paper will highlight important elements in contemporary conceptualizations of Bildung (e.g. Sjöström & Tyson, 2022). One such conceptualization is called eco-reflexive Bildung (e.g. Sjöström, 2018) and can be understood as a renewed understanding of Bildung in the Anthropocene epoch. Bildung-views are always connected to values, visions and worldviews as well as identity (e.g. Sjöström, 2018). Contemporary Bildung-interpretations emphasize moral-philosophical-existential-political dimensions of Bildung and can be seen as an educational meta-theory for (subject) didactics in the Anthropocence. Based on such a meta-theory it is interesting to discuss which consequences it has for subject didactics, didactic models and educational practice more generally. How may an eco-reflexive Bildung-oriented subject didactics look like and which theory- and practice-based didactic models (in a broad sense) need to be developed? (a follow up question is how to define the term “didactic model”?) One suggestion for such an eco-reflexive Bildung-oriented didactic model (Yavuzkaya, Clucas & Sjöström, 2022) will be presented. It takes chemistry as an example and relates to ideas of powerful knowledge and knowings as well as transdisciplinary approaches. Carlgren (2020) has problematized powerful knowledge and instead suggested powerful knowings. This concept emphasizes that disciplinary knowledge is embedded in persons and actions. It is about “knowledge-as-a-means-for-cultivation-of-human-powers” (p. 324). In “transdisciplinary (subject) didaktik”, content (in a broad sense) is central, but the context is beyond the individual school subjects (e.g. Sjöström & Rydberg, 2018). It can for instance be about didaktik models concerning complex controversial societal issues involving several different school subjects in support of eco-reflexive Bildung.

Place, publisher, year, edition, pages
Åbo: , 2023
Keywords
Bildung, Anthropocene, eco-reflexive Bildung, meta-theory, didaktik models, powerful knowings, powerful subject knowledge, subject didaktik, bildning, ämnesdidaktik, antropocen
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-64222 (URN)
Conference
NoFa9 – The 9th Nordic Conference on Subject Education: Education, knowledge and Bildung in a global world, May 9–11, 2023 in Vaasa, Finland
Note

The paper was part of a symposium: Education, Bildung, and subject didactics in the Anthropocene network (EBAN): The meaning of Bildung in times of unprecedented changes; chaired by Prof. Kenneth Nordgren, Karlstad University, Sweden

Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-12Bibliographically approved
Li, B., Sjöström, J., Ding, B. & Eilks, I. (2023). Education for Sustainability Meets Confucianism in Science Education. Science & Education, 32(4), 879-908
Open this publication in new window or tab >>Education for Sustainability Meets Confucianism in Science Education
2023 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 32, no 4, p. 879-908Article in journal (Refereed) Published
Abstract [en]

Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainability can be operated in the foreground of Confucian societies taking concepts from the international literature into consideration. This critical review provides justification for a stronger reflection about how to include ideas from Confucianism into education for sustainability in the teaching and learning of science. It suggests that Confucian thinking offers a rich and authentic context for science learning in Confucian societies and and also provides a chance to reflect on views of humans, nature, and science in science education in other societies, potentially contributing to the development of more balanced and holistic worldviews.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Science education, Education for sustainability, Confucianism, Bildung
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53383 (URN)10.1007/s11191-022-00349-9 (DOI)000805737700001 ()2-s2.0-85131322635 (Scopus ID)
Available from: 2022-06-22 Created: 2022-06-22 Last updated: 2023-10-18Bibliographically approved
Sjöström, J. (2023). En praktisk-teoretisk veten­skap för lärare som bas för kraftfullt professionskunnande [Letter to the editor]. Forskning om undervisning och lärande, 11(1), 107-111
Open this publication in new window or tab >>En praktisk-teoretisk veten­skap för lärare som bas för kraftfullt professionskunnande
2023 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 1, p. 107-111Article in journal, Letter (Other academic) Published
Abstract [sv]

Reflekterande kommentar till temanumret ”Kraftfull professionskunskap i ämnesundervisning”.

”Lärarnas vetenskap” har getts olika namn såsom pedagogik, utbildningsvetenskap, didaktik och pedagogiskt arbete. Artikelförfattaren föredrar didaktik som namn.

Didaktik, inkluderande ämnesdidaktik, kan ses som lärarnas centrala kunskapsområde (bl.a. Sjöström & Tyson, 2022). Kärnan i didaktik är didaktiska teorier och modeller. Didaktiska teorier för lärarprofessionen liksom didaktiska modeller kan ses som en brygga mellan teoretiska perspektiv å ena sidan och undervisningspraktik å andra sidan. Didaktiska modeller bidrar med teorigrundade lärarprofessionsstöd för informerade och reflekterade (ämnes)didaktiska val. De kan även ses som ”organisatör” och förmedlare av ”kraftfull professionskunskap”. Det är dock först vid användningen och i mötet med erfarenheter och praktik som professionskunskapen blir del av ett kraftfullt professionskunnande.

Artikeln innehåller en niofältstabell/karta över ”lärarnas vetenskap”. Ämnesdidaktik, som finns i centrum av tabellen och som fokuserar på innehåll i relation till undervisning, får näring av andra områden av ”lärarnas vetenskap” såsom läroplansteori, lärandeteori, pedagogisk filosofi, utbildningssociologi och metodik.

Keywords
vetenskap för lärare, lärarnas vetenskap, praktik-teoretisk vetenskap för lärare, pedagogiskt-didaktiskt kunskapsfält, didaktik, didaktik som vetenskap, didaktisk forskning, ämnesdidaktik, didaktiskt arbete, ämnesundervisning, praxis, lärarprofession, professionskunskap, kraftfull professionskunskap, professionskunnande, kraftfullt professionskunnande, didaktiska teorier, didaktiska modeller, relationella perspektiv, kunskap, bildningsrelevant kunskap, skolämne, relevans, bildningspotential, filosofi, metateori, läroplansteori, integrativ didaktik, praktikteoretisk
National Category
Didactics Learning Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:mau:diva-59263 (URN)
Available from: 2023-04-18 Created: 2023-04-18 Last updated: 2023-04-25Bibliographically approved
Zidny, R., Sjöström, J. & Eilks, I. (2023). Indigenous Knowledge and Science and Technology Education. In: B. Akpan; B. Cavas; T. J. Kennedy (Ed.), Contemporary Issues in Science and Technology Education: (pp. 165-179). Cham: Springer Nature
Open this publication in new window or tab >>Indigenous Knowledge and Science and Technology Education
2023 (English)In: Contemporary Issues in Science and Technology Education / [ed] B. Akpan; B. Cavas; T. J. Kennedy, Cham: Springer Nature, 2023, p. 165-179Chapter in book (Refereed)
Abstract [en]

In recent decades, research on the knowledge of indigenous cultures has gained more and more recognition in the field of science and technology education. Indigenous knowledge was promoted in terms of justice for indigenous peoples, respect for values and indigenous knowledge, the potential for intercultural learning, and chances for supporting education for sustainability. Various efforts have been made by both indigenous and non-indigenous scholars to introduce indigenous knowledge into science and technology curricula. In this chapter, we explore concepts and recent studies on indigenous knowledge in science and technology education, with important questions related to the topic.

Place, publisher, year, edition, pages
Cham: Springer Nature, 2023
Series
Contemporary Trends and Issues in Science Education, ISSN 1878-0482, E-ISSN 1878-0784 ; 56
Keywords
science education, technology education, indigenous, indigenous education, indigenous knowledge, indigenous science, etnoscience, teaching strategies, didaktik models, didactic models, education for sustainability, systems thinking
National Category
Educational Sciences
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-64204 (URN)10.1007/978-3-031-24259-5_12 (DOI)2-s2.0-85149480251 (Scopus ID)978-3-031-24258-8 (ISBN)978-3-031-24259-5 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2024-04-17Bibliographically approved
Sjöström, J. (2023). Re-Visioning Science Education: Reconsidering Vision III. In: : . Paper presented at The 15th Conference of the European Science Education Research Association (ESERA). Cappadocia, Turkey, August 28 to September 1, 2023.
Open this publication in new window or tab >>Re-Visioning Science Education: Reconsidering Vision III
2023 (English)Conference paper, Published paper (Other academic)
Abstract [en]

A point of departure in this paper is an awareness that we are living in the Anthropocene era. Based on this, education, including science education, needs to be re-visioned. Several scholars have suggested a Vision III of scientific literacy and science education as a complement to the well-spread two visions first suggested by Roberts in 2007. As suggested in this paper, the three different visions can be related to different educational-philosophical frameworks, worldview perspectives, and curriculum emphases. Vision I has a structure of science- and/or a scientific skills-emphasis and Vision II an everyday life- and/or a decision making-emphasis. Finally, a reconsidered Vision III can be seen as having an ethico-socio-political- and a relational-existential-emphasis. Different views of the relationship between the three different visions will be elaborated on in the paper. One way of seeing it is as Vision III being based on Vision II, which in turn builds on Vision I (e.g. Guerrero & Torres‐Olave, 2022). The Vision III-version suggested by Sjöström and Eilks (2018) can be seen as synonymous to eco-reflexive Bildung-oriented and critical science education. It integrates cognitive and affective domains and includes philosophical-moral-existential alternatives (see also: Sjöström, 2018) as well as politicization to address complex socio-scientific issues. “Bildung” is a central concept in central European/Scandinavian educational theory. It has a long and multifaceted history of ideas including for instance humanistic values and the ideas of critical-democratic citizenship. Vision III-driven science education can also be connected to other contemporary conceptualizations such as futures literacy, socio-ecojustice, agency, environmental humanities, and planetary health. It is with other words about a critical science education for sustainability. The paper will be finished with a suggestion of a novel and multifaceted way of viewing Vision III, that is, main elements of a reconsidered Vision III.

Keywords
visions of science education, Vision III, critical scientific literacy, agency, politicization, critical science education for sustainability, Anthropocene, curriculum emphases, relational-existential-emphasis, ethico-socio-political-emphasis, educational-philosophical frameworks, worldview perspectives, eco-reflexive Bildung, scientific literacy, science education, philosophical-moral-existential alternatives, complex socio-scientific issues, visions of education
National Category
Didactics
Research subject
Science education; Sustainable studies
Identifiers
urn:nbn:se:mau:diva-61995 (URN)
Conference
The 15th Conference of the European Science Education Research Association (ESERA). Cappadocia, Turkey, August 28 to September 1, 2023
Note

Virtual Oral presentation

Available from: 2023-08-20 Created: 2023-08-20 Last updated: 2023-12-20Bibliographically approved
Sjöström, J. (2023). Subject didaktik as knowledge field. In: NOFA 9: Education, knowledgeand Bildung in a global world : May 9–11, 2023 in Vaasa, Finland : Book of Abstracts. Paper presented at NoFa9 – The 9th Nordic Conference on Subject Education: Education, knowledge and Bildung in a global world, May 9–11, 2023 in Vaasa, Finland. Åbo
Open this publication in new window or tab >>Subject didaktik as knowledge field
2023 (English)In: NOFA 9: Education, knowledgeand Bildung in a global world : May 9–11, 2023 in Vaasa, Finland : Book of Abstracts, Åbo, 2023Conference paper, Oral presentation only (Refereed)
Abstract [en]

Subject didaktik as a field has contact points to (1) other educational sciences such as general didactics, pedagogy, pedagogical work and educational studies, (2) the school subject / subject area, and (3) teaching practice (e.g. Sjöström, 2018; Cramer & Schreiber, 2018). Many subfields of subject didaktik have in recent decades evolved from experience-based methodology to quite independent research fields. This applies, for instance, to “science didaktik” (“naturvetenskapernas didaktik” in Swedish and “Science Education” in English), which in Sweden has developed since the mid-1980s. Over the past twenty years, the country has got many new doctors and professors within this (sub)field. I am especially at home in Science Education, but am also very interested in general aspects of subject didaktik (e.g. Sjöström, 2017; Vollmer, 2021). Six years ago, at NoFA6 in Odense, I first presented a framework with ten analysis areas to be used to analyze and develop subject didaktik in whatever subject area (Sjöström, 2017, 2018). These ten areas are about: 1) subject didaktik research especially in the specific school subject area; 2) meta-perspectives on the subject area; 3) meta-perspectives on the school subject; 4) culture and traditions of the school subject; 5) students’ relationship to the subject (area); 6) teachers’ (and student teachers’) relationship to the subject (area); 7) common praxis in the school subject: teaching, learning and assessment (concepts, values, aestetics, curriculum emphases, proven experience, textbooks, classroom communication, assessment practice, etc.); 8) alternative didacitical choices; 9) ”cross-curricular goals” (e.g. eco-reflexive Bildung, sustainability etc.); and 10) didaktik modelling (for the latter, see for instance Sjöström, 2022). In this paper I will present an updated version of the framework, developed based on recent literature in the area.

References:

Cramer, C. & Schreiber, F. (2018). Subject didactics and educational sciences: Relationships and their implications for teacher education from the viewpoint of educational sciences. RISTAL: Research in Subject-matter Teaching and Learning, 1, 150-164.

Sjöström, J. (2017). General subject didactics – core knowledge and perspectives. Oral presentation at Nordisk ämnesdidaktisk konferens (NoFA), May 29-31, Odense, Denmark. (page 136-138 in the abstract book)

Sjöström, J. (2018). Didaktik i integrativa lärarprofessionsämnen, Studier i læreruddannelse og –profession, 3(1), 94-119. (doi: 10.7146/lup.v3i1.97571)

Sjöström, J. (2022). Didaktik modelling illustrated by sustainability teaching arrangements in preschool. Educare, (2), 249–280. (doi: 10.24834/educare.2022.5.8)

Vollmer, H. J. (2021). Powerful educational knowledge through subject didactics and general subject didactics. Recent developments in German-speaking countries. Journal of Curriculum Studies, 53(2), 229-246.

Place, publisher, year, edition, pages
Åbo: , 2023
Keywords
subject didactics, general subject didactics, subject didaktik, knowledge field, framework, ämnesdidaktik, ämnesdidaktik som kunskapsområde
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-64217 (URN)
Conference
NoFa9 – The 9th Nordic Conference on Subject Education: Education, knowledge and Bildung in a global world, May 9–11, 2023 in Vaasa, Finland
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-12Bibliographically approved
Sjöström, J. (2023). Vision III of (Scientific) Literacy, (Science) Education and Bildung, and Implications for Teachers’ Didactical Choices. In: ECER 2023: . Paper presented at European Conference on Educational Research (ECER), 22-25 August, 2023, Glasgow EERA.
Open this publication in new window or tab >>Vision III of (Scientific) Literacy, (Science) Education and Bildung, and Implications for Teachers’ Didactical Choices
2023 (English)In: ECER 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

One point of departure in this paper is an awareness that we are living in the Anthropocene era. Based on this, education, including science education, needs to be re-visioned. Since the first use of the term by Hurd in 1958, many different definitions of scientific literacy have been put forward. One and a half decade ago Roberts (2007) suggested two visions of scientific literacy and science education. To simplify, Vision I can be described as science without society (internal view), whereas Vision II is about contextual application of scientific knowledge in life and society (external view). As a complement to the two well-spread visions by Roberts, a Vision III has been suggested (e.g. Aikenhead, 2007; Yore, 2012; Liu, 2013; Sjöström & Eilks, 2018). This paper tries to systemize what different scholars have meant with the three different visions, especially focusing on Vision III. Furthermore, the paper elaborates on different ways in how the three visions relate to each other. The three visions are also discussed in relation to curriculum theory (e.g. Deng, 2020) and different curriculum emphases, educational-philosophical frameworks, and worldview perspectives.

“Bildung” is a central concept in central European/Scandinavian educational theory. It has a long and multifaceted history of ideas including for instance humanistic values and the ideas of critical-democratic citizenship. In this paper Vision III of scientific literacy and science education, as it is presented in the international literature, is examined. Furthermore, implications of a Vision III-view on Bildung and teachers’ didactical choices are discussed.

Keywords
Vision III, Bildung, bildning, didaktik
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-61831 (URN)
Conference
European Conference on Educational Research (ECER), 22-25 August, 2023, Glasgow EERA
Note

Accepted conference contribution in network "27. Didactics - Learning and Teaching".

Available from: 2023-08-14 Created: 2023-08-14 Last updated: 2023-08-29Bibliographically approved
Yavuzkaya, M., Clucas, P. & Sjöström, J. (2022). ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik. Frontiers in Education, 7, Article ID 869156.
Open this publication in new window or tab >>ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik
2022 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, article id 869156Article in journal (Refereed) Published
Abstract [en]

In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung. It means powerful knowledge containing embodied and relational (or tacit) dimensions. ChemoKnowings can therefore be described as embodied and relational knowledge in and about chemistry – (critical) chemical knowledge that matters meaningfully to the student, connecting them to themselves and the world, and conferring an ethical compass. By situating the teaching of ChemoKnowings within a vision for chemistry teaching as a part of a world-centered vision for schooling in the Anthropocene, ChemoKnowings are viewed as having the capacity to mobilise an ethico-socio-political action, that is, chemical agency. By focusing on student transformation of content for ChemoKnowings and integrating elements of a theoretical didaktik model for eco-reflexive chemistry education, we develop a vision-oriented didaktik model for ChemoKnowings. More generally, we argue that didaktik models for supporting teachers’ consideration of student transformation of content for powerful subject-knowings are an important part of general subject didaktik. We present in the article vignettes that detail personal accounts for each of the three authors describing examples of chemistry-specific knowings that matter meaningfully to each of us, and which articulate our own embodied ethico-socio-political actions as students, teachers, researchers, and consumers. Inspired by Klafki’s didaktik analysis, we end the article by proposing four areas of questions that the teacher can use in guiding their preparation and transformation of the content they bring into the classroom for promoting students’ ChemoKnowings, and thus Bildung in the 21st century.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
didaktik, subject didaktik, Anthropocene, sustainability education, environmental education, powerful knowings, powerful knowledge, Bildung, eco-reflexive Bildung, embodied knowledge, chemistry education, chemistry didaktik, chemical thinking, critical chemical literacy, ChemoCapabilities, agency
National Category
Other Humanities not elsewhere specified
Research subject
Science education; Sustainable studies
Identifiers
urn:nbn:se:mau:diva-51564 (URN)10.3389/feduc.2022.869156 (DOI)000804834500001 ()2-s2.0-85131308287 (Scopus ID)
Available from: 2022-05-20 Created: 2022-05-20 Last updated: 2024-02-05Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3083-1716

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