Teacher · Researcher · Outdoor Instructor
I work at the intersection of science education, linguistics, and outdoor learning. As a student and teacher (upper secondary), I study how language choices shape what learners notice, argue, and remember, especially in sustainability and risk-related science. Outside the classroom I instruct field skills (kayaking, hiking, navigation, first aid), where communication is a safety tool, not a vibe. This site collects my research, teaching, and writing, plus the occasional field note.
© Jesper Haraldsson. All rights reserved.
Work
My work is about learning that stays robust under complexity: science education research, teaching across levels, and applied outdoor instruction. I focus on sustainability, ecology, and how people use evidence, especially when decisions involve uncertainty, risk, or real constraints.
Subjects
I teach science, English, and outdoor education at upper secondary level. My teaching is inquiry-forward: observation, experiments, fieldwork, and clear communication, without pretending complexity doesn’t exist.
| Subject | Year Levels |
|---|---|
| Subject Name | 6-12 |
If you are a teacher and would like access to my teaching resources. Please click here.
About
Jesper Haraldsson is an educator working at the intersection of science education, linguistics, and outdoor learning. He teaches within upper secondary contexts and studies how language choices shape what learners notice, argue, and remember, especially in sustainability- and risk-rich science topics where evidence and uncertainty matter. He also works as an outdoor instructor, bringing a practical systems perspective to communication, decision-making, and group dynamics. His talks combine research grounding with classroom- and field-tested strategies that translate into concrete design and teaching moves.
About
I work where research, teaching, and field practice overlap. As a student and researcher, I study questions in science education related to sustainability, ecology, and how people reason with evidence when situations are complex, often involving uncertainty or risk. Alongside research, I teach at the upper secondary level (science, English, and outdoor education), and I design learning experiences that combine conceptual clarity with real-world constraints: observation, experiments, and fieldwork.
Outside the classroom I instruct practical outdoor competence, kayaking, hiking, navigation, and first aid, with an emphasis on decision-making, group management, and systems that keep working when conditions get messy. I’m open to collaborations that connect research, teaching, and applied learning, including international and cross-curricular projects.
About
I’m an educator within upper secondary education, and outdoor instruction. My interests include sustainability, ecology, and how learners reason with evidence and uncertainty. I also teach practical field skills such as kayaking, hiking, navigation, and first aid and I’m open to collaborations across education, research, and outdoor learning.
Contact
The easiest way to reach me is email. If your message is about teaching collaboration, research, speaking, or outdoor instruction, a few lines of context helps me respond faster: audience, location (or online), timeframe, and what “success” looks like.
Thank you
I will contact you shortly.
Curriculum Vitae
Education
2024-CURRENT
Master of Arts
English Linguistics
Karlstad University, Sweden2021-CURRENT
Master of Science in Secondary School Teaching
Specialisation in Science and English
Karlstad University, Sweden2016-18
Global Disease Biology
Departed without completion.
University of California, Davis, USA
Work Experience
2025–CURRENT
Teacher
Science, Nature Tourism, Mathematics
Öknaskolan
Tystberga, Sweden2022–2024
Teacher
English and Science
Nykopings Gymnasium: Gripen and Nico
Nyköping, Sweden2014–2016
Outdoor Educator
Westminster School, Adelaide, Australia2015
Outdoor Educator
Pembroke School, Adelaide, Australia
Professional skills
Work Experience
Certifications
| Title | Provider | Year | Expiration | ID | View Certificate |
|---|---|---|---|---|---|
| Apple Teacher | Apple | 2020 | - | - | Click Here |
| Microsoft Innovative Educator | Microsoft | 2020 | - | - | Click Here |
| Microsoft Student Teacher Education Program | Microsoft | 2020 | - | - | Click Here |
| Microsoft 21st Century Learning Design | Microsoft | 2020 | - | - | Click Here |
| Level 2 – Bushwalking Leadership Certificate (BLC) | Bushwalking Leadership South Australia | 2015 | - | - | Click Here |
| Educator Training | Educator Company | 2020 | - | - | Click Here |
Interests
Bushwalking/Hiking/TrampingKayaking
Lesson Plan Portfolio
Below you can find a few selected pieces of lesson oriented documents. These include, lesson plans, exams, quizzes, class presentations, exit tickets and even homework sheets.
Research
Current research themes
Below you can find a few selected pieces of lesson oriented documents. These include, lesson plans, exams, quizzes, class presentations, exit tickets and even homework sheets.
Selected publications (forthcoming)
I’m early-stage in my research trajectory and don’t have formal publications to list here yet. Rather than pad this section with half-truths, I treat it as a living page that will be updated as work becomes public.
In the meantime, you can expect this section to grow into a mix of:For a current snapshot of roles, teaching, and training, see the web CV (and downloadable PDF).
Peer-reviewed articles (science education / linguistics of learning)
Conference papers and presentations
Preprints and working papers (when appropriate)
Practice-near outputs (teaching materials, analytic memos, field-based learning designs)
For a current snapshot of roles, teaching, and training, see the web CV (and downloadable PDF).
Open collaborations
I’m open to collaborations that connect research credibility with classroom/field usefulness. I’m especially interested in partnerships where we can iterate quickly: pilot → revise → measure → refine.
Collaboration themes I’m actively seeking
Classroom-based studies on how linguistic framing influences scientific reasoning (prompts, task wording, feedback, rubrics, exemplars)
Work on argumentation, source evaluation, and decision-making in sustainability- and risk-related science topics
Studies of uncertainty talk (how students/teachers express confidence, evidence strength, probability, causal claims)
Design-based research on field-based learning, outdoor education, and risk communication as learning contexts
Cross-context comparisons: what changes (and what holds) between upper secondary, university, and outdoor instruction
What I can contribute
Research design with a practice-near bias (questions that survive real teaching schedules)
Classroom and field implementation experience (upper secondary + university + instruction contexts)
Qualitative analysis competence (e.g., discourse/task analysis) plus pragmatic evaluation approaches
Writing: translating findings into usable teaching moves, materials, and professional development formats
Good collaborators for this work
Researchers in science education, applied linguistics, learning sciences, or teacher education
Teachers/schools willing to pilot small, well-scaffolded interventions
Outdoor education organizations interested in evidence-informed instruction and safety communication
Supervisors/doctoral networks looking for a collaborator who can bridge theory and implementation
If any of the above overlaps with your work, reach out with a short note on context, audience, timeframe, and what you want to learn or build.