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| 2. |
- Rönner, Anna-Clara, 1971-, et al.
(författare)
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Teaching infectious diseases at middle schools in the aftermath of COVID-19
- 2024
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Ingår i: Conference book. ; , s. 229-230
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Theoretical background and rationale Teaching infectious diseases is an integral and important part of the biology curriculum. Previously, infectious diseases were not given much attention in biology education and within biology education research (Byrne, Marston, and Grace, 2021; Jones and Rua, 2008). Considering the recent COVID-19 pandemic there is reason to believe that this topic gained priority in biology tutoring. This study investigated the way Swedish middle school teachers taught infectious diseases in the aftermath of COVID-19 by using the contagion literacy framework (CL) as the analytical tool. The CL framework was originally developed by Kilstadius and Gericke (2017) based on Nutbeam’s (1998) health literacy framework and conceptualize what knowledge pertaining to health and disease that is considered essential for a citizen to understand and hence to be included in the biology curriculum of compulsory schools. The CL framework covers six principal content themes: (i) contagions, (ii) modes of transmission, (iii) infectious diseases, (iv) hygiene practices, (v) vaccinations, and (vi) antibiotics and antibiotic resistance.The six themes are further subdivided into three levels of health literacy, functional health literacy, encompassing fundamental concepts and knowledge. The subsequent level, interactive health literacy, represents the translation of functional health literacy into practical actions and behaviours. The third level, critical health literacy, involves the utilization of insights into infectious diseases in the everyday decision-making process and the capacity to influence one's lifestyle choices accordingly.
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| 3. |
- Auffret, Alistair G., et al.
(författare)
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More warm-adapted species in soil seed banks than in herb layer plant communities across Europe
- 2023
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Ingår i: Journal of Ecology. - : John Wiley & Sons. - 0022-0477 .- 1365-2745. ; 111:5, s. 1009-1020
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Tidskriftsartikel (refereegranskat)abstract
- Responses to climate change have often been found to lag behind the rate of warming that has occurred. In addition to dispersal limitation potentially restricting spread at leading range margins, the persistence of species in new and unsuitable conditions is thought to be responsible for apparent time-lags. Soil seed banks can allow plant communities to temporarily buffer unsuitable environmental conditions, but their potential to slow responses to long-term climate change is largely unknown. As local forest cover can also buffer the effects of a warming climate, it is important to understand how seed banks might interact with land cover to mediate community responses to climate change. We first related species-level seed bank persistence and distribution-derived climatic niches for 840 plant species. We then used a database of plant community data from grasslands, forests and intermediate successional habitats from across Europe to investigate relationships between seed banks and their corresponding herb layers in 2763 plots in the context of climate and land cover. We found that species from warmer climates and with broader distributions are more likely to have a higher seed bank persistence, resulting in seed banks that are composed of species with warmer and broader climatic distributions than their corresponding herb layers. This was consistent across our climatic extent, with larger differences (seed banks from even warmer climates relative to vegetation) found in grasslands. Synthesis. Seed banks have been shown to buffer plant communities through periods of environmental variability, and in a period of climate change might be expected to contain species reflecting past, cooler conditions. Here, we show that persistent seed banks often contain species with relatively warm climatic niches and those with wide climatic ranges. Although these patterns may not be primarily driven by species’ climatic adaptations, the prominence of such species in seed banks might still facilitate climate-driven community shifts. Additionally, seed banks may be related to ongoing trends regarding the spread of widespread generalist species into natural habitats, while cool-associated species may be at risk from both short- and long-term climatic variability and change.
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| 4. |
- Jakobsson, Anna, et al.
(författare)
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Retrieval-based learning versus discussion : which review practice will better enhance primary school students’ knowledge of scientific content?
- 2023
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Ingår i: International Journal of Science Education. - : Taylor & Francis Group. - 0950-0693 .- 1464-5289.
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom settings and assessing knowledge retention within a week. In this study we conducted a classroom experiment to compare the efficacy of retrieval-based learning to another active method of reviewing content, namely discussion, in promoting long-term knowledge retention among primary school science students. Additionally, we assessed the students’ perceptions of these reviewing methods. A total of eighty-one primary school students participated in the study, which encompassed a lesson conducted at a zoo, followed by a review of the lesson content using either retrieval-based learning or discussion. Our findings indicated no impact of the method of reviewing on knowledge retention after either one week or four weeks. Nevertheless, notable effects were observed in terms of motivation, as students who employed retrieval-based learning for reviewing reported heightened levels of interest and enjoyment, along with perceiving greater benefits from the process. Additionally, boys in the discussion group reported increased curiosity, in contrast to girls who reported an inverse pattern.
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| 5. |
- Jakobsson, Anna, et al.
(författare)
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Test-baserat lärande jämfört med diskussion : vilken repetitionsmetod gynnar bäst mellanstadieelevers lärande?
- 2023
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Ingår i: Abstracts för Decemberkonferensen. - Trollhättan : Högskolan Väst. ; , s. 1-1
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Vi har undersökt om repetition med testbaserat lärande kan gynna mellanstadieelevers inlärning. Test-baserat lärande innebär att eleven aktivt försöker minnas stoff och metoden har starkt stöd inom evidensbaserad forskning. Flertalet studier gäller dock äldre elever, där passiva repetitionsmetoder användes som jämförelse och kunskaperna utvärderades efter kort tid, oftast inom en vecka.Ett klassrumsexperiment genomfördes med 81 elever i åk 5. Efter undervisning om domesticering på Nordens Ark följde repetitioner med antingen test-baserat lärande eller diskussion. Diskussion valdes som jämförelsemetod då det är en aktiv form för repetition som var vanlig i klasserna. Elevernas kunskaper bedömdes en vecka samt en månad efter sista repetitionen, och elevernas upplevelse av repetitionsmetoden skattades. Kunskaper påverkades inte av metoden för repetition. Däremot upplevde elever i den test-baserade gruppen mer intresse och större fördelar av metoden. Pojkar i diskussionsgruppen upplevde att de genererade fler egna frågor kring innehållet, i motsats till flickor som upplevde det omvända.
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| 6. |
- Rönner, Anna-Clara, 1971-, et al.
(författare)
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“Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19
- 2023
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Ingår i: Journal of Biological Education. - : Taylor & Francis. - 0021-9266 .- 2157-6009.
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Tidskriftsartikel (refereegranskat)abstract
- Recently, the COVID-19 pandemic impacted immensely on individuals and societies around the world. This study aimed at delineating Swedish middle school (10?12-year-old) pupils? understanding of bacteria and viruses, thereby illustrating the influence of the pandemic at schools and in society. Data was collected by semi-structured, individual interviews and by asking pupils to draw images. Thematic coding of interview transcripts and content analysis of pupils? annotated drawings were used. The morphology of microorganisms from the drawings was often 'corona-like', with a round shape and with protruding parts. Viruses were commonly considered larger than bacteria, but sometimes also similar in size. Interrelationships between bacteria and viruses were expressed with a superior microorganism. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features. Viruses were considered to cause a more severe disease than bacteria. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both (virus and disease) 'corona'. However, when they did make a connection, viruses were considered to cause flu and COVID-19, bacteria to cause cold and plague. In general, these results indicate that viruses received a more pronounced position amongst microorganisms in the minds of pupils in the aftermath of COVID-19.
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| 7. |
- Rönner, Anna-Clara, et al.
(författare)
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Cough, sneeze, pass it on–pupils’ understanding of infectious diseases in the aftermath of COVID-19
- 2023
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Ingår i: Journal of Biological Education. - : Routledge. - 0021-9266 .- 2157-6009.
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic had an immense impact on communities around the world. We know that new epidemic-prone diseases will emerge in the future. Consequently, it is important to investigate what impact the current pandemic had on school children’s understanding of infectious diseases in order to develop biology education based on that novel understanding. The aim of this study was to explore Swedish middle school (10-12-year-old) pupils’ understanding of infectious diseases and their perceived sources of knowledge. Data was collected through individual semi-structured interviews with fifteen pupils and analysed by thematic coding. Results revealed a great impact of the pandemic on the respondents’ conceptions. Firstly, their notion of infectious diseases based on their idea of COVID-19 was elusive because COVID-19 can manifest very differently. Secondly, the need to care about oneself and others was recognized. Thirdly, the importance of vaccines was recognized, but vaccines were given different roles. Finally, their understanding of infection seems to originate from informal domains such as the news and the Internet, rather than from biology education. One proposal for biology teaching could be to introduce scientific concepts earlier, to pay more attention to differences and similarities between infectious diseases, and to cooperate with other school subjects.
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| 8. |
- Rönner, Anna-Clara, 1971-, et al.
(författare)
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Middle school pupils’ understanding of bacteria and virus in the aftermath of Covid-19
- 2023
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Ingår i: Tepe 2023. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- For the past couple of years, the COVID-19 pandemic had an immense impact on lives of individuals and societies around the world. The main purpose of this study was to delineate Swedish middle school (10-12-year-old) pupils’ understanding of bacteria and virus thereby illustrating the impact of the pandemic at schools and in society. Data were collected by semistructured, individual interviews and by asking participants to draw images of bacteria and virus. Thematic coding and content analysis of children’s annotated drawings were used. The morphology of the microorganisms from the drawings was analyzed by the deductively induced themes shape, surface texture and internal feature. Viruses were frequently considered larger than bacteria, but it was also common to view them being similar in size. Interrelationships between bacteria and viruses were expressed like a hierarchy with a “superior” microorganism, and as bacteria could generate viruses. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features, as reported in earlier research. Metaphoric aspects of drawings of viruses were summarized as being “bacteriophage-like” or “corona-like”. A virus was considered to induce the more grievous disease. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both "corona". However, when they did so, virus was tethered to flu and COVID-19 and bacteria to cold and plague. One ostensible suggestion for learning improvement would be to pay more attention to differences between microorganisms and their liaison to specific infectious diseases. This liaison is suggested as an important concept for developing contagion literacy. Furthermore, we recommend pathogenic bacteria and viruses to be explicitly taught in biology education at middle school or earlier in balance with knowledge about essential microorganisms. Finally, we propose the measures above to be integrated into the biology education of teacher´s education.
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| 9. |
- Rönner, Anna-Clara, et al.
(författare)
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In what ways has the pandemic influenced teaching and interest for contagions and infectious diseases : Swedish middle school pupils´ reflections in the backdrop of COVID-19
- 2022
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Ingår i: Contributions from Biology Education Research. - : University of Cyprus. ; , s. 77-77
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Konferensbidrag (refereegranskat)abstract
- For much of the past year the coronavirus 2019 (COVID-19) pandemic has had an enormous impact on the lives of individuals and communities around the world. The aims of the current study was to investigate (I) 10 to 12-year-old Swedish pupils´ views on how the ongoing COVID-19 pandemic influences their interests and understanding regarding contagion literacy (CL), and (II) from what source (biology education or informal settings) they perceive that their knowledge originates from. The study is based on the framework of CL that was defined as the health literacy required in daily life and that recommends what should be taught at compulsory schools. The framework specifies six content themes, of which four are used in the current study to outline middle school pupils´ comprehension. Data is collected by individual, semi-structured interviews with pupils´ at schools located in various socio-economic areas. The interviews were transcribed and analysed thematically. Preliminary results showed that pupils´ perceive the ongoing pandemic to prompt many student-initiated questions and is creating more interactive and interesting learning situations. Most pupils say they have no experience CL from their formal biology teaching and that their knowledge derives mostly from sources outside school, such as news programs for children. To conclude, the interviewed Swedish middle school pupils´ understanding of CL seems mainly to originate from informal domains, rather than from formal biology education. Hence, the results indicate that the COVID-19 pandemic spark interest among pupils for the topic and that there is a potential for exploiting this interest in developing biology education at this school level.
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| 10. |
- Herbertsson, Lina, et al.
(författare)
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Bees increase seed set of wild plants while the proportion of arable land has a variable effect on pollination in European agricultural landscapes
- 2021
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Ingår i: Plant Ecology and Evolution. - : Societe Royale de Botanique de Belgique. - 2032-3913 .- 2032-3921. ; 154:3, s. 341-350
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Tidskriftsartikel (refereegranskat)abstract
- Background and aims: Agricultural intensification and loss of farmland heterogeneity have contributed to population declines of wild bees and other pollinators, which may have caused subsequent declines in insect-pollinated wild plants.Material and methods: Using data from 37 studies on 22 pollinator-dependent wild plant species across Europe, we investigated whether flower visitation and seed set of insect-pollinated plants decline with an increasing proportion of arable land within 1 km.Key results: Seed set increased with increasing flower visitation by bees, most of which were wild bees, but not with increasing flower visitation by other insects. Increasing proportion of arable land had a strongly variable effect on seed set and flower visitation by bees across studies.Conclusion:Factors such as landscape configuration, local habitat quality, and temporally changing resource availability (e.g. due to mass-flowering crops or honey bee hives) could have modified the effect of arable land on pollination. While our results highlight that the persistence of wild bees is crucial to maintain plant diversity, we also show that pollen limitation due to declining bee populations in homogenized agricultural landscapes is not a universal driver causing parallel losses of bees and insect-pollinated plants.
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