Research
Mikael Rydin's research is situated within science education, with a particular focus on teaching and learning about climate change.
The overarching aim of his work is to explore ways to support student teachers in addressing issues that involve political, ethical, and emotional dimensions in the science classroom. Through analyses of interviews, group discussions, and lesson planning, his research identifies both challenges and opportunities that inform the development of didactic models for use in teacher education.
Teaching
Mikael Rydin teaches in the teacher education program, primarily in courses focused on climate change education and sustainable development.
He is also involved in courses that address didactic theory within the science subjects. In addition, Mikael supervises student teachers in their independent research projects.
Collaboration
Mikael is associated to the project Bringing Climate Change to School (BriCCS) which is a cooperation between KAU and IPN in Kiel, Germany.
Selected publications
Rydin, M., Gericke, N., Christenson, N., & Haglund, J. (2025). Areas of tension in teaching climate change – conflicts between Swedish preservice science teachers’ beliefs. International Journal of Science Education, 1–25. https://doi.org/10.1080/09500693.2025.2466771