| 1. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Defining epigenetic literacy : How to integrate epigenetics into the biology curriculum
- 2023
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Ingår i: Journal of Research in Science Teaching. - : John Wiley & Sons. - 0022-4308 .- 1098-2736. ; 60:10, s. 2216-2254
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to define epigenetic literacy and describe how it can be included in school biology. Epigenetics is a new field of research in biology with abundant societal consequences and conceptual implications on how genetics is understood. Epigenetics explains how genes are regulated, thereby clarifying cell differentiation, and providing an understanding of how the environment interacts with genes. Students are bound to encounter epigenetic knowledge and applications related to issues such as health, food, and exercise in the media and their everyday lives. Consequently, there is a need to develop epigenetic literacy. Nevertheless, epigenetics is missing in biology curricula and is almost unknown among teachers and students. Research on epigenetics in science education is scarce, and we do not know what and how to teach. Therefore, we conducted a policy Delphi study with a panel of experts to define an epigenetic literacy framework for teaching in secondary education in relation to Robert's Vision I and Vision II perspectives on epigenetic literacy. Participants were 41 recognized international experts representing 11 countries and five areas of expertise. The experts suggested that epigenetics should be introduced in the lower secondary genetics course (students aged 13-15 years), but also addressed in other relevant areas of biology. The study generated six content themes: epigenetics as a metaphor; epigenetics connecting nature with nurture; epigenetics as a dynamic process; epigenetic mechanisms; epigenetics and inheritance; and epigenetics and nature of science, and five sociocultural themes for contextualization: epigenetics and lifestyle; epigenetics and diseases; epigenetics and ethics; epigenetics and policies; and epigenetics and forensics. Taken together, these themes constitute the epigenetic literacy framework. Further, we uncover divergent meanings in the expert panel & mdash;as is typical of policy Delphi studies & mdash;and connect the framework to genetic literacy and learning progressions in genetics education.
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| 2. |
- Zhang, Hua, et al.
(författare)
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Relation of socioeconomic status to overweight and obesity : a large population-based study of Chinese adults
- 2017
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Ingår i: Annals of Human Biology. - : Informa UK Limited. - 0301-4460 .- 1464-5033. ; 44:6, s. 495-501
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Tidskriftsartikel (refereegranskat)abstract
- Background: China has been going through significant changes in social and economical aspects and with great socioeconomic disparity in different regions. However, data on the association between socioeconomic status (SES) and obesity are not available in Tianjin, China.Aim: This study aimed to investigate the association between SES and high adiposity among the adult population in Tianjin.Subjects and methods: A total of 7351 individuals aged 20-79 were included in this study. Socioeconomic information was collected through an interview following a structured questionnaire. Waist circumference, body weight and height were measured following standard procedures. Overweight and obesity were defined according to the criteria of the Working Group on Obesity in China. Data were analysed using multinomial logistic regression with adjustment for potential confounders.Results: Stratified analysis showed that higher monthly income and education were related to decreased odds of abdominal overweight/ obesity in women, while high education was associated with increased odds of general overweight/obesity in men. Retirement increased the odds of abdominal overweight and obesity and non-manual work was associated with low odds of abdominal obesity in women.Conclusions: SES was associated with general and abdominal overweight/obesity and sex may play a role in such an association.
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| 3. |
- Mc Ewen, Birgitta, Associate professor
(författare)
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Construction of a Review About Epigenetics for Biology Teachers and Other Non-experts
- 2021
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Ingår i: Science & Education. - : Springer Nature. - 0926-7220 .- 1573-1901. ; 31, s. 997-1026
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Tidskriftsartikel (refereegranskat)abstract
- Epigenetics, the new research field at the cutting edge of biology research, needs to be introduced in biology education. The aim of this review is to support biology teachers and other non-experts to get an overview of the field, as a review in epigenetics has hardly been written for these groups. This review was done by finding documents describing central features of epigenetics, increasing the understanding of epigenetics’ contribution to perspectives in society, and to be a model for a review in a rapidly developing science field. As an example of societal perspectives, the old dispute about “nature” or “nurture” is discussed, epigenetics focusing on the role of “nurture’s” influence on “nature.” Consequently, epigenetics dispels biological determinism. As this review was intended to fill a gap in the literature, a theoretical framework for the construction of the review had to be invented. This was done in an iterative process during the construction of the review. Documents were searched for in the databases of ERIC, Scopus, and Web of Science, peer-reviewed, and had been published by a well-renowned publisher. The search time frame was January 2016 to December 2019, including document types books and book chapters, plus journal articles for ERIC; documents had to be written in English and published as open access. Searches were divided into pre-defined categories based on a newly performed Delphi study. Exemplar studies, which best described each category, are discussed in the light of frontline research. As implications from epigenetics are important for a variety of areas within society, the review is a contribution to the field of sociology of science, aiming to support science education at the very front of science.
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| 4. |
- Walan, Susanne, 1963-, et al.
(författare)
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Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education
- 2017
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 47:2, s. 407-426
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Tidskriftsartikel (refereegranskat)abstract
- Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.
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| 5. |
- Mc Ewen, Birgitta
(författare)
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Epigenetics and Learning
- 2015
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Ingår i: Trends in Neuroscience and Education. - : Elsevier. - 2452-0837 .- 2211-9493. ; 4:4, s. 108-111
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Tidskriftsartikel (refereegranskat)
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| 6. |
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