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- Bergström, Tove, et al.
(author)
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The importance of flow for secondary school students’ experiences in geometry
- 2023
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In: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 54:6, s. 1067-1091
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Journal article (peer-reviewed)abstract
- This article is intended to contribute to greater knowledge regarding the importance of flow and the time used to perform an activity, with a focus on students’ mathematical experiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow and variation theory was used in the analysis of lesson observations, submission tasks, audio recordings, logbooks, tests and nationwide tests. The results indicate that the selected mathematics problem is characterized by seven components, which serve as the basis for identifying intended critical aspects; a variation is evident in the balance between skills and challenges that is characterized by the critical aspects that the students discern; a variation is evident in the experience of flow that is dependent upon the students’ approach to their work on various activities; the students’ mathematical experiences are based, both short- and long-term, on discerned critical aspects and on the time spent on the activity that generates flow. Theoretical contributions as well as implications for teaching are presented at the end of the article.
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| 2. |
- Gunnarsson, Gunilla, 1961-
(author)
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Den laborativa klassrumsverksamhetens interaktioner : En studie om vilket meningsskapande år 7-elever kan erbjudas i möten med den laborativa verksamhetens instruktioner, artefakter och språk inom elementär ellära, samt om lärares didaktiska handlingsmönster i dessa möten.
- 2008
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Doctoral thesis (other academic/artistic)abstract
- This thesis studies students’ encounters with school science language games within the framework of laboratory classroom activities in Elementary Electricity. The focus is on students’ interaction with the teacher and with other students as well as with artefacts. The aim is to describe ongoing activities and instructions as well as student focusing in relation to the teacher’s aims and also to elucidate the interactions appearing in students’ encounters with a new language game in the form of new artefacts and new language usage, as well as the way the teacher can assist the students in their learning process during these encounters. Three student groups from the Swedish comprehensive school year 7 and their teachers have been studied by observation in situ. The gathering of data has been done via field notes and video recordings made during approximately three weeks per group. One of the teachers was interviewed about the aims of the laboratory sessions. Classroom interactions in the form of talk and action have been analyzed as qualitative data. The result shows that the aim of the laboratory sessions as expressed by the teacher in the interview – what the students were expected to learn from the various laboratory sessions – remained implicit to the students. Explicit to them, were, however, the descriptions in the laboratory instructions – the doing that was supposed to take place. The students followed the instructions very carefully which made them focus primarily on what should be done and how this should be presented. From the instruction can be seen that the students are supposed to learn inductively. In other words, by doing and observing they are supposed to understand why the result turns out the way it does. The lab instruction can be viewed as an interaction affordance by which the students act, which gives the instruction a great impact on what students focus on and actually learn. The study looks upon the laboratory equipment, i.e., the artefacts, as participants in the activity. The artefacts are theory-dependent, offering several different interaction affordances, depending both on their design and on the students’ earlier experiences. This means that the interaction with artefacts creates learning differences for different students in different situations. It turns out that artefacts mediate in a more channelled and correct manner in the school science language game when students cooperate or obtain support from a more experienced person (student or teacher). Cooperation and talk, in other words, benefit the desired learning. The choice of artefacts together with their design has an impact on what students make meaning about. The encounter with scientific language usage and everyday language often leads to so-called language game clashes, the result of which may be that distracting gaps in the communication are noticed by one of the parties involved. These gaps may then distract students in their continued learning unless they are filled. Terms that are well know to students in the everyday language game but which obtain another meaning in the new scientific language game may, since the discrepancy is unclear to the student, be viewed as gaps unnoticed so far. In the thesis these gaps are interpreted as a lack of experience in a specific situation or even as a lack of support from a person who is more experienced in the situation; i.e., they are not looked upon as static misconceptions. Teacher support is required in various ways in student encounters with the school science language game. Teacher aid may either be described as indirect, when the teacher helps students to notice problems or gaps, i.e., desirable gaps in the situation, or as direct, when the teacher helps them to solve the problems they have noticed and thus to fill the gap with relevant relations. What is described is, in other words, the action pattern as an expression of the teacher’s didaktik finger-tip sensitivity or as part of the teacher’s Pedagogical Content Knowledge, PCK, or Pedagogical Context Knowledge, PCxK. Work with the analysis has developed the analysis method further. This had led to new analysis concepts (desirable gaps, distracting gaps, so far unnoticed gaps) for analyzing classroom talk, which may be regarded as a contribution to method development but also as a possibility to develop professional teacher language. The analysis concepts may, for example, be applied by teachers in didaktik self-analysis and in studies of didaktik action patterns among teachers as well as among peers.
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| 3. |
- Torell, Agnes, 1993, et al.
(author)
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Low-density granulocytes are related to shorter pregnancy duration but not to interferon alpha protein blood levels in systemic lupus erythematosus.
- 2023
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In: Arthritis research & therapy. - : BMC. - 1478-6362 .- 1478-6354. ; 25
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Journal article (peer-reviewed)abstract
- An increased risk of pregnancy complications is seen in women with systemic lupus erythematosus (SLE), but the specific immunopathological drivers are still unclear. Hallmarks of SLE are granulocyte activation, type I interferon (IFN) overproduction, and autoantibodies. Here we examined whether low-density granulocytes (LDG) and granulocyte activation increase during pregnancy, and related the results to IFNα protein levels, autoantibody profile, and gestational age at birth.Repeated blood samples were collected during pregnancy in trimesters one, two, and three from 69 women with SLE and 27 healthy pregnant women (HC). Nineteen of the SLE women were also sampled late postpartum. LDG proportions and granulocyte activation (CD62L shedding) were measured by flow cytometry. Plasma IFNα protein concentrations were quantified by single molecule array (Simoa) immune assay. Clinical data were obtained from medical records.Women with SLE had higher LDG proportions and increased IFNα protein levels compared to HC throughout pregnancy, but neither LDG fractions nor IFNα levels differed during pregnancy compared to postpartum in SLE. Granulocyte activation status was higher in SLE relative to HC pregnancies, and it was increased during pregnancy compared to after pregnancy in SLE. Higher LDG proportions in SLE were associated with antiphospholipid positivity but not to IFNα protein levels. Finally, higher LDG proportions in trimester three correlated independently with lower gestational age at birth in SLE.Our results suggest that SLE pregnancy results in increased peripheral granulocyte priming, and that higher LDG proportions late in pregnancy are related to shorter pregnancy duration but not to IFNα blood levels in SLE.
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