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- Mellroth, Elisabet, et al.
(författare)
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En forskningscirkel för lärare om särskild begåvning i matematik
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en rapport från en forskningscirkel med syfte att fördjupa lärares kunskaper kring teorier om matematisk begåvning, och att leda lärarna i att vetenskapligt utforska sin egen praktik gällande att identifiera och stödja matematiskt begåvade elever. Genom utökad kunskap om matematisk begåvning och genom olika identifieringsmetoder kunde lärarna ana vilka elever som var matematiskt begåvade. Dock var ingen helt säker på att alla identifierade elever var matematiskt begåvade eller att de hade hittat alla begåvade elever. För att stödja de matematiskt begåvade i det vanliga klassrummet lades stor vikt på uppgifter. Lärarna observerade hur två utprövade uppgifter fungerade för identifierade respektive icke-identifierade elever. Identifierade elever upplevde båda uppgifterna mer positivt, de icke-identifierade blev mer positiva till framförallt den ena uppgiften efter att ha arbetat med den. Vi har bekräftat att fortbildning inom matematisk begåvning underlättar för läraren i arbetet med att upptäcka de matematiskt begåvade. Arbetet i forskningscirkeln indikerar även att den typ av uppgifter som användes, tilltalar matematiskt begåvade elever och verkar ha en positiv effekt gällande intresse och glädje för matematik även för de elever som inte blev identifierade.
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| 2. |
- Greicius, Gediminas, et al.
(författare)
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Microvilli structures on B lymphocytes: inducible functional domains?
- 2004
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Ingår i: Int Immunol. - : Oxford University Press (OUP). - 0953-8178 .- 1460-2377. ; 16:2, s. 353-64
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Tidskriftsartikel (refereegranskat)abstract
- Interactive contact between B lymphocytes and T cells is necessary for their expansion during an immune response. It has been shown that B lymphocytes receive signals from T cells, such as IL-4 and cross-linking of CD40, which are crucial for their differentiation. We previously found that these factors induce formation of microvilli on B cells and that this was correlated with increased homotypic adhesion of B lymphocytes. In this study we have investigated if IL-4 induce segregation of proteins to microvilli and lipid rafts. Using immuno-electron microscopy we analyzed cell-surface distribution of molecules involved in B-T cell co-activation. Recruitment to detergent-resistant membrane fractions was analyzed using sucrose gradient centrifugation. We found that microvilli were enriched in ICAM-1 and MHC class II molecules. In contrast, LFA-1 and CD40 were more abundant on the smooth cell surfaces, while B7-2 (CD86) was randomly distributed. We also discovered that depletion of cholesterol, using beta-methyl-cyclodextrin, lowered the number of microvilli, indicating that intact lipid rafts are required for their expression. Moreover, activation of B lymphocytes by lipopolysaccharide (LPS) induced increased expression of GM(1), a marker for lipid rafts. However, although both surface and total levels of GM(1) were similar in B lymphocytes stimulated with either LPS or LPS plus IL-4, GM(1) was mainly expressed on microvilli in LPS plus IL-4-stimulated cells. Taken together, our results indicate that microvilli represent distinct inducible membrane domains that can regulate direct cell-cell interactions via grouping and three-dimensional presentation of cell-surface receptors.
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| 3. |
- Mellroth, Elisabet, 1971-, et al.
(författare)
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Spielfelder
- 2018
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Ingår i: Alle zusammen!. - Münster : WTM Verlag. - 9783959870917 ; , s. 37-49
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Bokkapitel (refereegranskat)
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| 4. |
- Thyberg, Annika, et al.
(författare)
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Investigating how students move between different levels of biological organization when interpreting epigenetic representations
- 2022
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Konferensbidrag (refereegranskat)abstract
- This study explores how visual representations can enhance students ́ interpretation of epigenetic phenomena at different levels of biological organisation. Visualizations are a powerful tool for communicating complex biological processes invisible to the naked eye. Using visualizations to develop knowledge between and across different levels of organization can help provide a coherent biological understanding. We use the yo-yo strategy, previously developed in genetics education, to inform interview tasks to probe students ́ interpretation of visualizations representing epigenetic processes at sub micro, micro and macro levels of biological organization. Epigenetics is a rapidly expanding area of the life sciences with significant societal implications. Epigenetics explains how environmental factors at macro level can influence gene activity at micro and sub micro levels, and thereby human characteristics such as health and disease development. In further investigating how students move between different levels, this study explores how students interpret different visualizations that communicate epigenetic phenomena. Filmed sessions with five focus groups comprising two to four students made up the reported data collection. Analysis of students ́ pointing gestures and indications toward pictorial features and accompanying verbally uttered reasoning, showed that students move between levels of organization in three distinct patterns. These patterns are: showing no movement (dwelling), one- and two level movement. In addition, five different characteristics of interaction with the visualizations were found that enabled students meaning making of epigenetics between levels: horizontal and vertical comparisons, salient features, analogous connections, everyday life experience and text elements. Implications for biology educational research and teaching are discussed.
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| 5. |
- Thyberg, Annika, et al.
(författare)
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Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organization
- 2024
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Ingår i: International Journal of Science Education. - : Taylor & Francis. - 0950-0693 .- 1464-5289.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate students’ meaning–making of multiple visual representations of epigenetics at different levels of biological organisation, and to discern what visual aspects of the multiple visual representations might influence students’ reasoning. Adopting an exploratory approach, we analysed how students made meaning of visually communicated epigenetics phenomena while pointing at and reasoning about the multiple visual representations as part of semi-structured focus groups. We investigated students’ meaning-making of the multiple visual representations by analysing their indications through physical pointing and accompanying verbal utterances. The analysis revealed meaning-making and the nature of linking between levels of organisation in four distinct patterns, namely intra horizontal linking, inter horizontal linking, one level vertical linking and two level vertical linking. In addition, five different visual characteristics of the multiple visual representations emerged as influencing students’ reasoning while linking between different organisation levels: multiple visual representations, salient visual features, analogous visual features, familiar visual elements, and textual adjuncts. The study shows that multiple visual representations at different levels of organisation can support students’ meaning-making of epigenetics, indicating that this way of communicating can be transferable to other biological domains. Potential implications for future research and teaching practice are provided.
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| 6. |
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| 7. |
- Thyberg, Annika
(författare)
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Students’ meaning-making of epigenetic visual representations : An exploration within and between levels of biological organization
- 2024
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores lower secondary students’ meaning-making of epigenetic visual representations within and between biological organization levels. Data obtained from five focus group discussions where students indicated and reasoned about eight epigenetic visual representations were explored. By analyzing students’ interactions with multiple visual representations, and the impact of linking and reasoning patterns on their meaning-making, the research contributes insights to the learning of epigenetics. Epigenetics, which is gaining rapid importance in emerging biology curricula, is communicated at different biological organization levels, and serves as the meaning-making context explored in the thesis. A compelling biology didactics context, where students are required to reason with multiple representations depicted within and between organizational levels to make meaning about epigenetics.The thesis uncovers three primary findings. First, four linking patterns in students’ meaning-making across and between organizational levels using various visual representations are illuminated. Second, five visual characteristics that influence students’ linking within and between levels were discerned. Third, students’ meaning-making processes were observed to emerge through four phases, which involved form and function attributes of the visual representations, and the transfer of scientific ideas across representations.
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