| 1. |
- Gad, Helge, et al.
(författare)
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MTH1 inhibition eradicates cancer by preventing sanitation of the dNTP pool
- 2014
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Ingår i: Nature. - : Nature Publishing Group. - 0028-0836 .- 1476-4687. ; 508:7495, s. 215-221
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Tidskriftsartikel (refereegranskat)abstract
- Cancers have dysfunctional redox regulation resulting in reactive oxygen species production, damaging both DNA and free dNTPs. The MTH1 protein sanitizes oxidized dNTP pools to prevent incorporation of damaged bases during DNA replication. Although MTH1 is non-essential in normal cells, we show that cancer cells require MTH1 activity to avoid incorporation of oxidized dNTPs, resulting in DNA damage and cell death. We validate MTH1 as an anticancer target in vivo and describe small molecules TH287 and TH588 as first-in-class nudix hydrolase family inhibitors that potently and selectively engage and inhibit the MTH1 protein in cells. Protein co-crystal structures demonstrate that the inhibitors bindin the active site of MTH1. The inhibitors cause incorporation of oxidized dNTPs in cancer cells, leading to DNA damage, cytotoxicity and therapeutic responses in patient-derived mouse xenografts. This study exemplifies the non-oncogene addiction concept for anticancer treatment and validates MTH1 as being cancer phenotypic lethal.
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| 2. |
- Amin, Tamer, et al.
(författare)
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Arrow of time : Metaphorical construals of entropy and the second law of thermodynamics
- 2012
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 5:96, s. 818-848
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Tidskriftsartikel (refereegranskat)abstract
- Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed
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| 3. |
- Axelsson, Feyza, 1989-
(författare)
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Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Recently arrived pupils are part of the school population at schools in Sweden as well as in other European countries. In Sweden these pupils might receive study guidance support in their first language in various school subjects including science. My dissertation aims to provide insights into Swedish study guidance practices for recently arrived pupils, with a focus on science study guidance, by investigating interactions between recently arrived Turkish-speaking pupils (grades 3–9) and their tutors. My theoretical framework draws on an approach to interactions from sociocultural theory: in particular, the theoretical concepts of meaning-making and scaffolding. The data are based on observations of interactions between the pupils and their tutor from 14 study guidance sessions in seven Swedish cities. The multimodal analysis method is used to analyze video recordings of interactions. I found three different ways that tutors used scaffolding to assist their pupils’ meaning-making of science content: translations, reformulations, and questions and answers. Science content was translated, reformulated, and investigated through questions and answers through interactions in Turkish and Swedish. The tutors used Turkish and Swedish as well as other multimodal resources in study guidance interactions as a way to increase the opportunities for pupils to make meaning around various phenomena and concepts in science. The pupils showed evidence of their meaning-making by, for example, associating the science content with their personal experiences in their homeland, by recalling previous knowledge, or by joining in scientific discussions using their first language. However, not every attempt at scaffolding using translations, reformulations, and questions and answers led to successful acquisition of the desired science content. In some cases, the pupils’ opportunities to gain access to more advanced scientific discussions about scientific texts in Swedish were limited, because the discussion between pupil and tutor addressed a simplified scientific content. In some other cases, tutors made incorrect translations, reformulations and questions and answers in respect of the scientific content, something that could make the pupil’s meaning-making about science challenging.
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| 4. |
- Cilingir, Feyza, 1989-, et al.
(författare)
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Meaning-making Processes in Science within a Swedish Context : The Case of Newly-arrived Turkish Pupils in Sweden
- 2020
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Ingår i: ESERA Virtual Doctoral Network 2020. - Oxford. ; , s. 141-152
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Recently, educational institutions, especially in Europe, have received a growing number of newly-arrived pupils (Eurydice, 2019), which has attracted researchers to assess the educational attainment of these pupils. This research project hence aims to investigate meaning-making processes in the subject of Science where the learning process of newlyarrived Turkish pupils is scaffolded by their study-guidance teachers during studyguidance sessions. To outline the theoretical perspective of the research, Vygotsky’s sociocultural theory on meaning-making and scaffolding is adopted. Data was collected through the observation of newly-arrived Turkish pupils and their study guidanceteachers during the study-guidance sessions. A piece of dialogue between a studyguidance teacher and a newly-arrived pupil has been presented to indicate the challenges which arise during scaffolded interactions.
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| 5. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 6. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Representations of science content in a primary classroom : Combining long and short timescales for multimodal analysis
- 2023
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 107:6, s. 1561-1592
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studieshave been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social‐semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small‐group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’meaning‐making about the science content.
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| 7. |
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| 8. |
- Grothérus, Annika, 1972-, et al.
(författare)
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Formative Scaffolding : how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation
- 2018
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Ingår i: Educational action research. - : Taylor & Francis Group. - 0965-0792 .- 1747-5074. ; 27:5, s. 667-690
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students’ self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change.
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| 9. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Conclusions and future outlook
- 2022
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Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 205-210
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Bokkapitel (refereegranskat)abstract
- The aim of this book project was to bring together international educators, researchers and practitioners on the use of Thermal Cameras in Science Education. The outcome was a collection of chapters describing the physics behind thermal cameras, empirical studies on their use in educational settings, and examples of their practical use for teaching.
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| 10. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Inledning
- 2013. - 1
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Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning. - Lund : Studentlitteratur. - 9789144090009 ; , s. 13-38
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inneboende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.Antologin vänder sig främst till blivande och verksamma lärare i naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.
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