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- Bergström, Tove, et al.
(author)
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The importance of flow for secondary school students’ experiences in geometry
- 2023
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In: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 54:6, s. 1067-1091
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Journal article (peer-reviewed)abstract
- This article is intended to contribute to greater knowledge regarding the importance of flow and the time used to perform an activity, with a focus on students’ mathematical experiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow and variation theory was used in the analysis of lesson observations, submission tasks, audio recordings, logbooks, tests and nationwide tests. The results indicate that the selected mathematics problem is characterized by seven components, which serve as the basis for identifying intended critical aspects; a variation is evident in the balance between skills and challenges that is characterized by the critical aspects that the students discern; a variation is evident in the experience of flow that is dependent upon the students’ approach to their work on various activities; the students’ mathematical experiences are based, both short- and long-term, on discerned critical aspects and on the time spent on the activity that generates flow. Theoretical contributions as well as implications for teaching are presented at the end of the article.
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- Eek-Karlsson, Liselotte, 1955-, et al.
(author)
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Att motverka sexuella trakasserier - en didaktisk fråga
- 2022
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In: Nordisk Tidskrift för Allmän Didaktik. - : Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg. - 2002-2832 .- 2002-1534. ; 8:1, s. 3-19
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Journal article (peer-reviewed)abstract
- The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.
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| 5. |
- Gunnarsson, David, et al.
(author)
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Mono-(2-ethylhexyl) phthalate stimulates basal steroidogenesis by a cAMP-independent mechanism in mouse gonadal cells of both sexes
- 2008
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In: Reproduction. - 1470-1626 .- 1476-3990. ; 135:5, s. 693-703
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Journal article (peer-reviewed)abstract
- Phthalates are widely used as plasticizers in a number of daily-life products. In this study, we investigated the influence of mono-(2-ethylhexyl) phthalate (MEHP), the active metabolite of the frequently used plasticizer di-(2-ethylhexyl) phthalate (DEHP), on gonadal steroidogenesis in vitro. MEHP (25–100 µM) stimulated basal steroid synthesis in a concentration-dependent manner in immortalized mouse Leydig tumor cells (MLTC-1). The stimulatory effect was also detected in KK-1 granulosa tumor cells. MEHP exposure did not influence cAMP or StAR protein levels and induced a gene expression profile of key steroidogenic proteins different from the one induced by human chorionic gonadotropin (hCG). Simultaneous treatment with MEHP and a p450scc inhibitor (aminoglutethimide) indicated that MEHP exerts its main stimulatory effect prior to pregnenolone formation. MEHP (10–100 µM) up-regulated hormone-sensitive lipase and 3-hydroxy-3-methylglutaryl coenzyme A reductase, suggesting that MEHP increases the amount of cholesterol available for steroidogenesis. Our data suggest that MEHP, besides its known inhibitory effect on hCG action, can directly stimulate gonadal steroidogenesis in both sexes through a cAMP- and StAR-independent mechanism. The anti-steroidogenic effect of DEHP has been proposed to cause developmental disorders such as hypospadias and cryptorchidism, whereas a stimulation of steroid synthesis may prematurely initiate the onset of puberty and theoretically affect the hypothalamic–pituitary–gonadal axis.
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- Gunnarsson, Gunilla
(author)
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Artefakter som deltagare i lärprocesser
- 2014. - 1
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In: Lärande i handling. - Lund : Studentlitteratur AB. - 9789144088785 ; , s. 129-142
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Book chapter (other academic/artistic)
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| 7. |
- Gunnarsson, Gunilla, 1961-
(author)
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Den laborativa klassrumsverksamhetens interaktioner : En studie om vilket meningsskapande år 7-elever kan erbjudas i möten med den laborativa verksamhetens instruktioner, artefakter och språk inom elementär ellära, samt om lärares didaktiska handlingsmönster i dessa möten.
- 2008
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Doctoral thesis (other academic/artistic)abstract
- This thesis studies students’ encounters with school science language games within the framework of laboratory classroom activities in Elementary Electricity. The focus is on students’ interaction with the teacher and with other students as well as with artefacts. The aim is to describe ongoing activities and instructions as well as student focusing in relation to the teacher’s aims and also to elucidate the interactions appearing in students’ encounters with a new language game in the form of new artefacts and new language usage, as well as the way the teacher can assist the students in their learning process during these encounters. Three student groups from the Swedish comprehensive school year 7 and their teachers have been studied by observation in situ. The gathering of data has been done via field notes and video recordings made during approximately three weeks per group. One of the teachers was interviewed about the aims of the laboratory sessions. Classroom interactions in the form of talk and action have been analyzed as qualitative data. The result shows that the aim of the laboratory sessions as expressed by the teacher in the interview – what the students were expected to learn from the various laboratory sessions – remained implicit to the students. Explicit to them, were, however, the descriptions in the laboratory instructions – the doing that was supposed to take place. The students followed the instructions very carefully which made them focus primarily on what should be done and how this should be presented. From the instruction can be seen that the students are supposed to learn inductively. In other words, by doing and observing they are supposed to understand why the result turns out the way it does. The lab instruction can be viewed as an interaction affordance by which the students act, which gives the instruction a great impact on what students focus on and actually learn. The study looks upon the laboratory equipment, i.e., the artefacts, as participants in the activity. The artefacts are theory-dependent, offering several different interaction affordances, depending both on their design and on the students’ earlier experiences. This means that the interaction with artefacts creates learning differences for different students in different situations. It turns out that artefacts mediate in a more channelled and correct manner in the school science language game when students cooperate or obtain support from a more experienced person (student or teacher). Cooperation and talk, in other words, benefit the desired learning. The choice of artefacts together with their design has an impact on what students make meaning about. The encounter with scientific language usage and everyday language often leads to so-called language game clashes, the result of which may be that distracting gaps in the communication are noticed by one of the parties involved. These gaps may then distract students in their continued learning unless they are filled. Terms that are well know to students in the everyday language game but which obtain another meaning in the new scientific language game may, since the discrepancy is unclear to the student, be viewed as gaps unnoticed so far. In the thesis these gaps are interpreted as a lack of experience in a specific situation or even as a lack of support from a person who is more experienced in the situation; i.e., they are not looked upon as static misconceptions. Teacher support is required in various ways in student encounters with the school science language game. Teacher aid may either be described as indirect, when the teacher helps students to notice problems or gaps, i.e., desirable gaps in the situation, or as direct, when the teacher helps them to solve the problems they have noticed and thus to fill the gap with relevant relations. What is described is, in other words, the action pattern as an expression of the teacher’s didaktik finger-tip sensitivity or as part of the teacher’s Pedagogical Content Knowledge, PCK, or Pedagogical Context Knowledge, PCxK. Work with the analysis has developed the analysis method further. This had led to new analysis concepts (desirable gaps, distracting gaps, so far unnoticed gaps) for analyzing classroom talk, which may be regarded as a contribution to method development but also as a possibility to develop professional teacher language. The analysis concepts may, for example, be applied by teachers in didaktik self-analysis and in studies of didaktik action patterns among teachers as well as among peers.
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| 8. |
- Gunnarsson, Gunilla
(author)
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Några klassrumsinteraktioner
- 2012
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In: Skola och naturvetenskap. - Lund : Studentlitteratur AB. - 9789144081656 ; , s. 113-128
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Book chapter (other academic/artistic)
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| 10. |
- Gunnarsson, Helena E. M., 1975-, et al.
(author)
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Different pain variables could independently predict anxiety and depression in subjects with chronic musculoskeletal pain
- 2021
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In: Scandinavian Journal of Pain. - : Walter de Gruyter GmbH. - 1877-8860 .- 1877-8879. ; 21:2, s. 274-282
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Journal article (peer-reviewed)abstract
- Objectives: Chronic, clinical pain states are often accompanied by distress such as anxiety and depression. The aim of this study was to determine if certain clinical pain variables could predict the level of anxiety and depression in subjects with musculoskeletal pain.Methods: Two multiple linear regression analyses were conducted on a sample consisting of 189 subjects with clinical pain with the independent pain variables of pain intensity, the influence of pain on daily activities, pain persistence, pain duration, and the number of pain locations. The dependent variables measured anxiety and depression, respectively.Result: Two statistically significant models were found, where the predicted variables accounted for 37.0% of the variability in the anxiety levels and 43.7% of the variability in the depression levels. The independent variable, the influence of pain on daily activities, significantly predicted the level of anxiety. The variables, the influence of pain on daily activities and the number of pain locations, significantly predicted the levels of anxiety and depression.Conclusions: This study showed that two different independent variables, the influence of pain on daily activities and the number of pain locations, significantly predicted the levels of depression. The predictor, the influence of pain on daily activities, significantly predicted the levels of anxiety. The knowledge gained about which specific pain variables are more likely to coexist with anxiety and depression in clinical pain states could be important in implementing holistic treatment plans for chronic pain.
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