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- 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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- Benouar, Sara, et al.
(författare)
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First Steps Toward Automated Classification of Impedance Cardiography dZ/dt Complex Subtypes
- 2021
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Ingår i: 8th European Medical and Biological Engineering Conference. - Cham : Springer Science and Business Media Deutschland GmbH. - 9783030646097 - 9783030646103 ; , s. 563-573
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Konferensbidrag (refereegranskat)abstract
- The detection of the characteristic points of the complex of the impedance cardiography (ICG) is a crucial step for the calculation of hemodynamical parameters such as left ventricular ejection time, stroke volume and cardiac output. Extracting the characteristic points from the dZ/dt ICG signal is usually affected by the variability of the ICG complex and assembling average is the method of choice to smooth out such variability. To avoid the use of assembling average that might filter out information relevant for the hemodynamic assessment requires extracting the characteristics points from the different subtypes of the ICG complex. Thus, as a first step to automatize the extraction parameters, the aim of this work is to detect automatically the kind of dZ/dt complex present in the ICG signal. To do so artificial neural networks have been designed with two different configurations for pattern matching (PRANN) and tested to identify the 6 different ICG complex subtypes. One of the configurations implements a 6-classes classifier and the other implemented the divide and conquer approach classifying in two stages. The data sets used in the training, validation and testing process of the PRANNs includes a matrix of 1 s windows of the ICG complexes from the 60 s long recordings of dZ/dt signal for each of the 4 healthy male volunteers. A total of 240 s. As a result, the divide and conquer approach improve the overall classification obtained with the one stage approach on +26% reaching and average classification ration of 82%.
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- Hafid, Abdelakram, et al.
(författare)
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Evaluation of dZ/dt Complex Subtypes vs Ensemble Averaging Method for Estimation of Left Ventricular Ejection Time from ICG Recording
- 2021
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Ingår i: 8th European Medical and Biological Engineering ConferenceProceedings of the EMBEC 2020, November 29 – December 3, 2020 Portorož, Slovenia. - Cham : Springer Science and Business Media Deutschland GmbH. - 9783030646097 - 9783030646103 ; , s. 502-509
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Konferensbidrag (refereegranskat)abstract
- Impedance cardiography (ICG) was discovered nearly half a century ago, being proposed as noninvasive monitoring method for estimation of several hemodynamics parameter. Despite of nearly 5 decades of clinical research and use there is still certain controversy about its performance when estimating Left Ventricular Ejection Time (LVET). This work present a comparison between using the different ICG subtype waveform and the ensemble averaged (EA) method to calculate the LVET. The ICG has been recorded from four volunteers, and the LVET parameter has been calculated using the two approaches. The result shows that each volunteer have different percentage of subtypes, and the mean relative error between the two approaches for estimation of LVET varied between 0.62 to 2.9% with an average mean absolute percentage error of 18,02% ranging between 13.82 to 18.42%. © 2021, Springer Nature Switzerland AG.
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- Hed, Helen, 1955-, et al.
(författare)
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Biblioteksguide för distansstuderande
- 2001. - 1
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Ingår i: Lärares liv - vision och verklighet. - Umeå : Umeå universitet. ; , s. 228-238
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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TEACHING ABOUT WATER IN PRESCHOOL, PRESCHOOL-CLASS, AND PRIMARY SCHOOL : STEPPING STONES TOWARDS SCIENCE LITERACY OR MORE OF THE SAME?
- 2021
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Ingår i: NFSUN 2021: Science Education in the light of Global Sustainable Development – Trends and possibilities.
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Konferensbidrag (refereegranskat)abstract
- Water is a substance commonly used in early childhood (EC) science education, both as a content to learn about, and as a medium for exploring chemical and physical processes. In this presentation, we will compare how educators across different EC school forms shape science activities focusing on water. The aim is to contribute knowledge about science teaching continuity across EC school forms. Activity Theory was used to describe and analyse how science teaching was shaped, and to compare what was afforded to the children in the different school forms. Data was collected through individual interviews with teachers and observations of classroom activities focusing on water. Many similarities were found in how science was dealt with across the EC school forms, but gradual shifts in how the subject was communicated and from exploring and ‘doing’ towards an emphasis on facts, processes and inquiry resulted in an overall picture of science teaching continuity, rather than ‘more of the same’. Our results also revealed a rather sharp shift between preschool and school in how teachers make way for children’s own questions and agency during science activities, demonstrating how different curricula may give different possibilities for science based on children’s interests.
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