| 321. |
- Karlsson, Ann-Kristin, et al.
(författare)
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Endurance - integration of strength and vulnerability in relatives' response to open heart surgery as a lived experience
- 2006
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Ingår i: International Journal of Qualitative Studies on Health and Well-Being. - Basingstoke : Informa Healthcare. - 1748-2631 .- 1748-2623. ; 1, s. 159-166
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Tidskriftsartikel (refereegranskat)abstract
- Open heart surgery is a threatening life event for patients and their relatives. The relatives' situation is especially complex since at the same time they both support the patient and suffer themselves. The purpose of the present study was to describe relatives' lived experiences of a family member's open-heart surgery in a lifeworld perspective. Nine relatives of patients who underwent coronary artery bypass and/or heart valve surgery were interviewed in depth using a phenomenological approach. Endurance was found to be the essential characteristic for this group and was derived from four constituents: unconditionality, uncertainty, mutuality and sadness. Unable to escape their changed lifeworld, they demonstrated endurance throughout the entire illness process, which implied a great sense of responsibility and the setting aside of their own needs and wishes. The endurance rendered them both strong and vulnerable, although the vulnerability was not immediately apparent. There is a risk that relatives in need for help to handle this threatening situation may be ignored by health care professionals because they seem so capable. A lifeworld perspective in health care including the entire family can prevent such a situation.
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| 322. |
- Karlsson, Ann-Kristin, et al.
(författare)
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Fragility - the price of renewed life : Patients experiences of open heart surgery
- 2005
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Ingår i: European Journal of Cardiovascular Nursing. - Amsterdam : Elsevier. - 1474-5151 .- 1873-1953. ; 4:4, s. 290-297
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Tidskriftsartikel (refereegranskat)abstract
- Background:Open heart surgery often implies a threat to life and is associated with fear and anxiety. It is also a strong encroachment on body and integrity and adjusting life afterwards could be difficult. Despite improvements in treatment the patients' reactions appear to be unchanged. Introducing a lifeworld perspective would supply a different kind of knowledge based upon the patients' own experiences coloured by their linguistic usage and bodily expressions.Aim:The aim of this study was to describe patients' experiences of open heart surgery in a lifeworld perspective.Method:Fourteen patients treated with coronary artery bypass surgery and/or heart valve operation were in-depth interviewed in 2003. The phenomenological method was used for the interviews as well as for the analysis. The informants reflected on their experiences of the illness, meetings with health care, family relations and wishes for the future.Findings:The essence of the phenomenon was fragility. Fragility was understood through the following categories: distance, uncertainty, vulnerability, reliance and gratitude.Conclusions:Patients want to be treated as unique individuals. They ask for more dialogues with the staff. Awareness of their supposed lifelong fragility implies that health care staff acquires an open and holistic approach.
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| 323. |
- Karlsson, Ann-Kristin, 1953, et al.
(författare)
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Well-being in patients and relatives after open-heart surgery from the perspective of health care professionals
- 2010
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Ingår i: Journal of Clinical Nursing. - Oxford : Wiley. - 1365-2702 .- 0962-1067. ; 19:5-6, s. 840-846
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Tidskriftsartikel (refereegranskat)abstract
- AIM: The aim of this study was to explore how health care professionals perceive the well-being of patients and relatives following open-heart surgery. BACKGROUND: Open-heart surgery is an extraordinary life event associated with hope and fear among both patients and relatives, thus they require attention from health care professionals. Patients' short stay in hospital after surgery and the workload of health care professionals increase the risk that reduced well-being will be overlooked. Health care professionals need to become familiar with the signs of reduced well-being. DESIGN: The study has an observational design and was performed using a qualitative method. METHOD: Health care professionals working with patients who have undergone open-heart surgery participated in focus group discussions. The data were analysed by means of content analysis. RESULTS: Two categories emerged: signs of vulnerability and signs of insecurity. The latent meaning of the study was interpreted as awareness of an exposed position. CONCLUSION: The health care professionals were aware of patients' and relatives' exposed position following open-heart surgery. Reduced well-being was communicated by bodily and emotional signs, which were captured using direct communication or intuition. RELEVANCE TO CLINICAL PRACTICE: Developing the ability to recognise signs of reduced well-being is important for minimising the negative influences associated with open-heart surgery for patients and relatives. Increased awareness that both anger and avoidance can mask depression is important. Patients and their relatives, particularly younger ones, should be observed to ensure early detection of a life crisis provoked by the heart disease. Furthermore, staff should invite patients and their partners to talk about sexuality. Changes aimed at increasing patients' and relatives' well-being would be facilitated by interdisciplinary teamwork, 'reflection groups' for a greater exchange of knowledge and the implementation of a patient/family perspective. The latter would lead to greater interest in the relatives' situation and position in cardiac care.
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| 324. |
- Karlsson, Göran, 1954, et al.
(författare)
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Agreed discoveries: students’ negotiations in a virtual laboratory experiment
- 2013
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Ingår i: Instructional Science. - Dordrecht : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 41:3, s. 455-480
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners’ reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students’ general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles.
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| 325. |
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| 326. |
- Karlsson, Göran, 1954-
(författare)
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Animation and grammar in science education : Learners’ construal of animated educational software
- 2010
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - New York : Springer-Verlag New York. - 1556-1607 .- 1556-1615. ; 5:2, s. 167-189
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Tidskriftsartikel (refereegranskat)abstract
- This case study reports on how students, working collaboratively, interpret and construct a written report of the events described in animated educational software. The analysis is based on video recordings of two upper-secondary-school students while they are endeavouring to construe an animated sequence of the mouldering process. How the students grammatically construct their written account by means of available semiotic resources (i. e., animation and educational text) provided by the software is investigated. The results show that attentionally detected features of the animation take the role of active subjects in the students' description of the animated phenomena. When framing their sentences, the students derive noun phrases from animated active subjects and from the educational text. In the students' efforts to express themselves in their own words, they use verbs that differ from the educational text. These two actions together contribute to giving the students' description of the process a character of a non-scientific explanation. Lacking relevant subject matter knowledge, the students cannot judge whether they have given an adequate account or not. The only way that the students have to appraise their written report is to check if it is grammatically correct. It is concluded that it is essential to consider both cultural and semiotic processes when designing technology-supported educational approaches to the teaching of scientific concepts. © 2010 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC.
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| 327. |
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| 328. |
- Karlsson, Göran, 1954-
(författare)
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Instructional technologies in science education : Students’ scientific reasoning in collaborative classroom activities
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study originates from an interest in how students interpret scientific concepts demonstrated with animated instructional technologies. Currently, science education makes use of diverse kinds of instructional methods. For the advancement of instruction, new technologies have continuously been employed. Such new instructional technologies have always been accompanied with expectations that they should reform teaching. The availability of IT in schools and the selection of animated displays for instructional purposes provide new opportunities for education. This thesis accounts for three empirical studies of students’ collaborative work with instructional technologies. For the purpose of studying students’ scientific reasoning, two kinds of animated instructional technologies were designed. The three studies focused on designing and exploring the whole educational intervention and are located in the area of design-based research. They provide detailed analyses of secondary school students’ collaboration on an assignment of giving a joint written account of the instructed concept. Analytically, this is done within a socio-cultural framework that uses interaction analysis inspired by ideas from conversation analysis and ethnomethodology. Study I and Study II report observations from instructional technologies that deal with the flow of materials in the carbon cycle. The two studies were connected, as the outcomes from the first study informed the educational framing of the second study. Study III reports findings from a sub-study of a design experiment where students worked in a virtual laboratory to learn about the solubility of gas in water. The results from the studies show that students’ reasoning was influenced by several aspects, such as the characteristics of the animated display, language use, school cultural norms, the formulation of the assignment and the students’ pre-knowledge. The analyses also evinced that the students’ interpretation of a demonstrated concept often diverted from a canonical scientific one, which warns against assuming that the collaborative meaning-making of animated instructional technologies automatically leads to a creation of the desired scientific concept. These findings emphasise that when designing and applying animated instructional technologies in education, one has to consider a wider context where assignment formulation, teacher guidance, school culture and semiotic processes influence how students approach and frame their assignment.
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| 329. |
- Karlsson, Göran, 1954, et al.
(författare)
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Joint reasoning about gas solubility in water in modified versions of a virtual laboratory
- 2013
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Ingår i: 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013; Madison, WI; United States; 15 June 2013 through 19 June 2013. - : International Society of the Learning Sciences. - 1573-4552. ; 2, s. 283-284, s. 283-284
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Konferensbidrag (refereegranskat)abstract
- A virtual laboratory was designed to enable students to collaboratively discover the concept of gas solubility in water at different physiological conditions. The virtual laboratory was developed through a design experiment involving three successive versions with different guiding structures. Analysis of 13 dyads' reasoning about gas solubility in water revealed that the students' problem was to understand the concept of solubility of gases. It was also observed how the guiding structures within the three different versions influenced the students' reasoning about the concept.
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| 330. |
- Karlsson, Göran, 1954-
(författare)
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Learning science by digital technology : Students’ understanding of computer animated learning material
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital learning material is associated with grand expectations among educational policy makers. Several attempts to introduce this new technology with the purpose of enhancing learning have been made in recent years. The schooling system has, however, been rather hesitant and not so ready to adopt this kind of teaching aid. The aim of this thesis is to probe into students‘ practical problems of understanding computerised science learning material involving animated sequences and educational text. For the purpose of this investigation an application describing the different events in the carbon cycle was developed. Two studies present analyses of students‘ reasoning and actions when working collaboratively with the task of making a written account of what is illustrated in the learning material. Both studies present examples of identified phenomena that were observed in more extensive empirical materials. The data is represented by video recordings of students‘ interaction with each other and the interface. Results from the studies reveal students‘ propensity for concentrating their attention to prominent characteristics of the animated display and to describe the animated models in correspondence to their resemblance of objects and occurrences in everyday life. In study II it is revealed how students, when constructing a written report of the described events, derive noun phrases from attentionally detected objects in the animation and from the educational text. In their effort to express themselves in colloquial language, when preparing their report, they deliberately select verbs that differ from the educational text. These courses of action together, contribute to give the report on what happens in the process a non-scientific explanation. It is concluded that students, lacking definite access to the relevant subject matter knowledge, consequently, cannot judge whether they have given an approvable account or not. Findings from the studies show that the school context with its explicit stipulations of assignments and implicit request for expressing oneself in your own words frames the learning and creates conditions for how the technology is used and understood. The results indicate that animated models of scientific concepts risk inferring misconceptions if students are left on their own with interpreting information from the learning material. Despite the detected problems of students‘ interpretations of the described phenomena, the results indicate that animated learning material can proffer an exploitable resource in science education. Such a prospect is the ability of animation to engage students in discussions of the subject and to make them recognise otherwise unobservable phenomena.
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