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| 2. |
- Alfredsson, Joakim, 1962-, et al.
(författare)
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Randomized comparison of early supplemental oxygen versus ambient air in patients with confirmed myocardial infarction : Sex-related outcomes from DETO2X-AMI
- 2021
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Ingår i: American Heart Journal. - : Mosby Inc.. - 0002-8703 .- 1097-6744. ; 237, s. 13-24
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Tidskriftsartikel (refereegranskat)abstract
- Background: The purpose of this study is to investigate the impact of oxygen therapy on cardiovascular outcomes in relation to sex in patients with confirmed myocardial infarction (MI).Methods: The DETermination of the role of Oxygen in suspected Acute Myocardial Infarction trial randomized 6,629 patients to oxygen at 6 L/min for 6-12 hours or ambient air. In the present subgroup analysis including 5,010 patients (1,388 women and 3,622 men) with confirmed MI, we report the effect of supplemental oxygen on the composite of all-cause death, rehospitalization with MI, or heart failure at long-term follow-up, stratified according to sex.Results: Event rate for the composite endpoint was 18.1% in women allocated to oxygen, compared to 21.4% in women allocated to ambient air (hazard ratio [HR] 0.83, 95% confidence interval [CI] 0.65-1.05). In men, the incidence was 13.6% in patients allocated to oxygen compared to 13.3% in patients allocated to ambient air (HR 1.03, 95% CI 0.86-1.23). No significant interaction in relation to sex was found (P=.16). Irrespective of allocated treatment, the composite endpoint occurred more often in women compared to men (19.7 vs 13.4%, HR 1.51; 95% CI, 1.30-1.75). After adjustment for age alone, there was no difference between the sexes (HR 1.06, 95% CI 0.91-1.24), which remained consistent after multivariate adjustment.Conclusion: Oxygen therapy in normoxemic MI patients did not significantly affect all-cause mortality or rehospitalization for MI or heart failure in women or men. The observed worse outcome in women was explained by differences in baseline characteristics, especially age
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| 3. |
- Andersson, Magdalena, 1971-, et al.
(författare)
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Förundrans roll för elevers meningsskapande om evolutionära processer
- 2022
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Konferensbidrag (refereegranskat)abstract
- Filosofer såväl som forskare har länge hävdat att förundran är en nyckel till elevers intresse och engagemang i skolans NO-undervisning. Trots detta finns det i nuläget mycket få empiriska studier som beskriver lärares arbete med att ge plats för förundran i skolans NO-undervisning.Syftet med denna studie är att undersöka hur elevers förundran kan studeras i klassrumssituationer samt om, och hur, elevers uttryck för förundran kan kopplas till deras meningsskapande om ett planerat lärandemål.I studien har forskare och en NO-lärare (årskurs 7) samarbetat för att utforma evolutionsundervisning med plats för elevers förundran. Följande forskningsfrågor fokuseras:På vilka sätt kan lärare ge plats för förundran i samband med evolutionsundervisning?Hur påverkar undervisning, med plats för förundran, elevers möjligheter för meningsskapande om evolutionära processer och begrepp kopplade till dessa?Empirin består av 45 individuella skriftliga elevreflektioner och transkriberade ljudinspelningar från 6 parvisa elevintervjuer. Elevernas reflektioner analyserades i två steg. Steg ett fokuserade på hur eleverna uttryckte förundran i relation till frågan Vad brukar du förundras över? Steg två på vad de förundrats över i evolutionsundervisningen. Elevintervjuerna analyserades med fokus på elevernas meningsskapande om evolutionära processer.Resultaten visar att eleverna ger uttryck för förundran kopplat till variation, mångfald, evolutionära tidsaspekter och samspel mellan organismer och livsmiljö. Elevernas förundran skiljer sig kvalitativt inom ett spänningsfält mellan nyfikenhetsbaserad förundran och kontemplativ förundran. Samtidigt visar elevintervjuerna att eleverna fortfarande, efter sex veckor av undervisning, kämpar med att integrera vetenskapliga begrepp från evolutionsteorin med sitt eget meningsskapande om processerna.
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- Andersson, Magdalena, 1971-, et al.
(författare)
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Language scaffolding and experience based learning as didactical tools in science for newly-arrived students - something for all students?
- 2021
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Konferensbidrag (refereegranskat)abstract
- The aim of this presentation is to contribute to the ongoing discussion of how to make secondary science education more inclusive, drawing on examples from a pilot study. The project was based on formative interventions where lower secondary science teachers and pedagogues from a local nature school together developed and tested science units based on language scaffolding and experience-based learning in introductory and regular classes. Data was collected through individual interviews of teachers and students, and questionnaires distributed after the science unit was completed. The results indicate that the collective activity where teachers and trained nature pedagogues together developed new forms of science teaching resulted in both the development of new innovative ways of inclusive teaching and a transformation of the teacher’s views of collaborative learning. The results also indicate that science teaching based on language scaffolding and experience based-learning may have a positive effect on outcomes for newly-arrived students as well as for student with the language of instruction as mother tongue. The results give implications for the possibilities for inclusive science teaching for newly-arrived students as well as contributing to the discussion about a more inclusive science education in general.
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- Areljung, Sofie, 1983-, et al.
(författare)
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Potential for multi-dimensional teaching for 'emergent scientific literacy' in pre-school practice
- 2018
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Ingår i: Journal of Emergent Science. - : Association for Science Education. - 2046-4754. ; 15, s. 20-27
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Tidskriftsartikel (refereegranskat)abstract
- How can pre-school teachers form science teaching in a landscape of increasing focus on academically oriented learning outcomes, without losing the unique character of pre-school pedagogies? Seeking to contribute to the discussion of what pre-school science can be, we have analysed data from activities in fourteen Swedish pre-schools (for children aged 1-5 years), to examine if and how multi-dimensional teaching may be combined with teaching for scientific literacy.The overall picture is that elements of ‘emergent scientific literacy' can be combined with a wide range of teaching dimensions, such as empathy, fantasy and storytelling.These results contribute important perspectives to what pre-school science can be and how it can be researched in a way that is suitable for the preschool’s conditions.We suggest our analytical questions, and the dimensions displayed in our results, as a tool for teachers who plan or evaluate science teaching in the early years.
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| 6. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms
- 2022
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 52:3, s. 909-926
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Tidskriftsartikel (refereegranskat)abstract
- This classroom-based study aims to contribute knowledge about children's opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children's drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children's 'emergent disciplinary drawing' in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that 'emergent disciplinary drawing' is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.
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| 7. |
- Areljung, Sofie, 1983-, et al.
(författare)
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The role of children’s drawings in science teaching : A comparison across preschool, preschool class and early primary school
- 2018
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Konferensbidrag (refereegranskat)abstract
- Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.
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| 8. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Why and how teachers make use of drawing activities in early childhood science education
- 2021
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
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Tidskriftsartikel (refereegranskat)abstract
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
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| 9. |
- Bergh, Anne-Louise, et al.
(författare)
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Nurses’ Patient Education Questionnaire : development and validation process
- 2015
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Ingår i: Journal of Research in Nursing. - : Sage Publications Ltd.. - 1744-9871 .- 1744-988X. ; 20:3, s. 181-200
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Conditions for nurses’ daily patient education work are unclear and require clarification. The aim was to develop and validate the Nurses’ Patient Education Questionnaire, a questionnaire that assesses nurses’ perceptions of appropriate conditions for patient education work: what nurses say they actually do and what they think about what they do. The questionnaire was developed from a literature review, resulting in the development of five domains. This was followed by ‘cognitive interviewing’ with 14 nurses and dialogue with 5 pedagogical experts. The five domains were identified as significant for assessing nurses’ beliefs and knowledge; education environment; health care organisation; interdisciplinary cooperation and collegial teamwork; and patient education activities. A content validity index was used for agreement of relevance and consensus of items by nurses (n¼10). The total number of items in the final questionnaire is 60, consisting of demographic items, what nurses report they do and perceptions about patient education in daily work. The questionnaire can be used by managers and nurses to identify possibilities and barriers to patient education in different care contexts.
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| 10. |
- Bergh, Anne-Louise, et al.
(författare)
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Registered nurses' perceptions of conditions for patient education - focusing on aspects of competence
- 2014
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Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley. - 1471-6712 .- 0283-9318. ; 28:3, s. 523-536
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Tidskriftsartikel (refereegranskat)abstract
- Background: It is important to clarify nurses' perceptions of conditions for patient education in daily work as research findings are ambiguous. There is a gap between societal regulations on nurses' competence in accomplishment/achievement of patient education and research findings. Aim: The aim was to describe nurses' perceptions of conditions for patient education, focusing on aspects of competence. The aim was also to describe differences in conditions for nurses working in primary, municipal and hospital care. Methods: The study is a cross-sectional survey and is part of a project about nurses' patient-education. A randomized selection of nurses (842) received a questionnaire comprising 47 items concerning factual experience and attitudes to patient education and 13 background items. Questionnaires were returned by 83% of participants. Descriptive statistics, non-parametric tests and content analysis for open-ended items were used. Results: Nurses' perceptions of conditions for patient education differ between health-care settings. Primary care nurses are at an advantage in following research in patient education, perception of their own competence (prioritizing and knowing their mandate in patient teaching), pedagogical education and post graduate specializations. Conclusions: Nurses' patient education must be more visualized and appropriate conditions created at each workplace. In this change process, managers' support is considered vital.
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