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- Borgfeldt, Eva, 1961
(författare)
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”Det kan vara svårt att förklara på rader”. Perspektiv på analys och bedömning av multimodal textproduktion i årskurs 3.
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Drawing and coloring have been part of young students text making as long as the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context. Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher. The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult for the students to verbalize their thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have.
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| 2. |
- Collin, Betty, 1976
(författare)
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Characterization and persistence of potential human pathogenic vibrios in aquatic environments.
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Vibrio spp., natural inhabitants of aquatic environments, are one of the most common causes of bacterial gastroenteritis in the world, being spread to humans via the ingestion of seafood, contaminated drinking water or exposure to seawater. The majority of Vibrio spp. are avirulent, but certain strains may sporadically be human pathogenic. Vibrio cholerae may cause cholera and fatal wound infections, Vibrio parahaemolyticus may cause gastroenteritis and Vibrio vulnificus may cause wound infections and sepsis. To expand current knowledge of the occurrence, ecological niche and persistence of potential human pathogenic Vibrio spp. in aquatic environments, occurrence and laboratory studies were performed. The seasonal variation of Vibrio spp. in clams and mussels from Mozambique and Sweden were studied, with isolated strains characterized and compared with those isolated from water samples collected in India. Results showed that the numbers of Vibrio spp. in Mozambican clams peaked during the warmer rainy season and that the dominating species was V. parahaemolyticus. Biochemical fingerprinting and virulence screened by PCR revealed a high similarity among strains from the different aquatic environments. However, isolate functional hemolytic analyses and antibiotic resistance patterns differed between strains; Swedish and Indian strains were less sensitive to the tested antibiotics and had a lower hemolytic capacity than those from Mozambique. Molecular analysis of bacterial DNA from Swedish mussels showed the presence of the three Vibrio spp. most commonly linked with human illness, as well as their associated virulence genes. The strains isolated from marine and clinical environments were equally and highly harmful to the tested eukaryotic cells. The persistence of clinical V. cholerae in aquatic environments was investigated in vivo. Strains were exposed to mussels, with bacterial uptake and elimination then examined. The mussels were able to avoid the most potent strain by complete closure of shells. The less potent strain was accumulated in mussel tissue in low levels and one marine control strain to a higher degree. Mussels eliminated the pathogenic strain less efficiently than they did the marine strain. One clinical and one marine strain were then exposed to 4°C for 21 days, with the temperature then increased to 20°C. The clinical strain was more prone to lose culturability than the marine strain at 4°C, the former performed significantly better in regaining culturability after the temperature up-shift. Subsequently, the persistence of the clinical strain in natural bottom sediment, incubating as above, was studied and results showed a similar decrease in culturable numbers in the sediment as in the water. As the clinical V. cholerae strains did not carry any of the standard set of virulence genes, the ability to change from non-culturable to culturable may be of great importance to strain pathogenicity. The results also show that natural bottom sediment may be a potential reservoir of human pathogenic Vibrio spp.
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| 3. |
- Lindahl, Britt
(författare)
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Lust att lära naturvetenskap och teknik? : en longitudinell studie om vägen till gymnasiet
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to follow a group of pupils from the age of twelve until they leave lower secondary school at the age of sixteen to describe and analyse how their attitudes towards and interest in science and technology develop and change but also how this and other factors such as ability, understanding of scientific concepts, gender and home background influenced their choice for upper secondary school. The sample consists of 80 pupils, the whole age group in a school. Data was collected using observations, interviews and questionnaires. The analysis built on the theory of planned behaviour and conceptions research. Many pupils have a positive attitude towards science but often a more positive attitude towards other subjects. They have duties to their parents but these are not strongly expressed. Their self-efficacy for science follows the same pattern as their attitude; they think they are good in science but not as good as in other subjects. For most pupils it seems as if attitude together with self-efficacy are the strongest determinant for their choice. These determinants are influenced by different factors. Girls and boys perceive science teaching differently but it seems as if the boys are on their way to developing the same critical attitude as the girls have had since long ago. The social background is important as many of the pupils who choose science are from well educated homes but even this group is loosing interest. Good ability is a necessary factor but does not guarantee science will be chosen. Neither has good conceptual understanding a crucial importance but on the other hand there are many pupils who say that they would not choose science as they do not understand science in the way it is taught. Another finding is that many pupils even at Grade 5 have an idea of their future career which later on is the same as their choice for upper secondary. If science shall have a chance in their lives the pupils must have a positive experience of science from the beginning of primary school through all years. Once they have lost their interest it is very difficult to get them back. The competition for their attention is intensive and the older they get the more difficult it will be to catch their interest and allegiance.
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| 4. |
- Nilsson, Lars-Erik
(författare)
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"But Can't You See They are Lying?" Student Moral Positions and Ethical Practices in the Wake of Technological Change
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Today it is considered important that modern digital technology be implemented and that all citizens learn to use it. Students already use mobile phones, personal digital assistants, computers, and their applications to do much of their work. This includes searching for and retrieving information, and collaborating on assignments and writing. Recently, claims have been made in both the media and academic research that student technology use is an important factor underlying an increase in student attempts to deceive on exams and other graded work. For example, it is assumed that students sometimes use the Internet to download other people’s essays, then handing them in as their own, and to make patchwork compositions of other people’s texts using the copy and paste functions. Such claims, however, risk not considering other changes that have occurred, for example, changing forms of exams/assessed assignments. Accordingly, one aim of this thesis has been to go beyond the categorization of students as cheaters and their use of digital technology as the use of unauthorized aids when discussing student use of technology in exams/graded assignments, and consider what rights and duties and what other subject positions are being made available for them. Four studies have been conducted, the first into the work of high-school students on research reports and the other three into interaction in disciplinary inquiries. These studies illustrate how exams/graded assignments and assessment in general introduce dilemmas for students and how it is important to consider how these dilemmas are solved in practice before making assumptions about technology use as cheating. As a contribution to the debate about students’ moral values and their use of technology, this work has demonstrated the importance of distinguishing between actions and the meaning ascribed to them as acts. A general observation is that student use of technology is generally met with suspicion. Cheating functions as a device for making good texts appear as possible downloads, texts with uneven quality as possible patchwork, inadvertent textual overlaps (i.e., unintentional near reproduction of the wording of a source) as intentional plagiarism, and student references to technical problems as probable rationalizations. From a methodological perspective, the utility of investigating cheating as an interactional accomplishment is demonstrated. This approach has made it possible to investigate how students reason about using existing texts and asking others for help. As well, the application of a dynamic perspective on subjectivity has made a theoretical contribution. Through this perspective, it is possible to criticize the normalization of students as cheaters based on how they use technology. That their actions could as easily make other positions available to them is shown.
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