| 1. |
- Archer, Trevor, et al.
(författare)
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Physical exercise to determine resilience : Hormesic processes arising from physiologic perturbation
- 2019
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Ingår i: Journal of Public Health and General Medicine. - London, UK : Vagus Inprosys. ; 1:1, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- The propensity for regular and repeated physical exercise to induce and maintain ahormesic effect upon health parameters over a broad range of disorder conditions through the progression of resilience to neurodegenerative disorders, diabetes, stroke, sarcopenia, osteopenia, immunosenescence, and metabolic syndrome has been examined. Beyond the alleviation fragility, fatigue, stress-distress and selective vulnerability perturbations induced by different forms of physical exercise may induce hormesis and/or autophagy, through the disruption of homeostasis and manifestation of adaptive responses, to instigate multi-layered resilience. The hormesis challenges, accomplished through daily exercise, the promotion of resilience at molecular, cellular, tissue, e.g. muscle, and organ, e.g. brain, immune-functioning, bone material, physiological and behaviour-expressive levels, have been observed both from pathophysiological and etiogenetic dimensions. Regular exercise over extended periods (optimally years and decades, preferably lifelong) is expected to shift the inverted-U shaped hormesis curve to the right thereby conferred resistance to disease and ill-being and ensuring strength and health advantages. It seems likely that chronic, regular exercise, consisting of suitable proportions of endurance and resistance type, performed daily over months, years or decades ought to instigate some manner of ‘behavioural sensitization’ whereby the health benefits of equivalent levels of exercise escalate incrementally.
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| 2. |
- Bossér, Ulrika, 1976-, et al.
(författare)
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Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
- 2015
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Ingår i: European Journal of Science and Mathematics Education. - : Bastas Publications. - 2301-251X. ; 3:2, s. 159-176
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Tidskriftsartikel (refereegranskat)abstract
- Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.
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| 3. |
- Bossér, Ulrika, 1976-
(författare)
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Exploring the complexities of integrating socioscientific issues in science teaching
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Socioscientific issues, SSI, can briefly be described as societal issues in which science plays a role. Dealing with SSI in science education is a means to prepare and empower students for active and responsible participation in a complex, democratic society. The implementation of SSI-based teaching calls for classroom practices in which scientific evidence alongside for example social and ethical perspectives are considered. Discourse-based teaching activities are emphasized as a means to provide opportunities for students to practice negotiations of SSI and explore diverse viewpoints on the issues. Dealing with SSI in science teaching is recognized as a challenging task for science teachers. This thesis aims to provide knowledge to support the implementation of SSI-based science teaching. Three studies involving two upper secondary school science teachers are performed to achieve this aim. The first study makes use of video-stimulated discussions to investigate the two teachers’reflections on their classroom practices while they implement SSI throughout an academic year. The second study utilizes the concept positioning as a tool to identify and describe the ways in which one teacher’s interactions with students during group work make available different parts for the students to play as participants, when dealing with SSI in the classroom. The third study makes use of the concept communicative approach to investigate how the two teachers’ management of classroom discussions sets conditions for the consideration of multiple perspectives relevant to SSI, including the students’ viewpoints. The results provide knowledge useful when making considerations about the design and enactment of teaching activities in relation to specific educational goals. The results suggest that a specific challenge with designing and enacting SSI-based teaching activities is to balance between controlling and directing the teaching activities to promote specific learning goals and providing space for students’ participation and perspectives. The results of employing the analytical tools elucidate how this challenge can play out in classroom practice and contribute with knowledge of the ways in which teachers’ discursive practices play a role in addressing this challenge. Strategies to support teachers’ implementation of SSI-based teaching that take account of teachers’ existing practices are discussed.
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| 4. |
- Bossér, Ulrika, Dr. 1976-, et al.
(författare)
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Kvaliteter i elevers samtal under gruppdiskussioner och rollspel om samhällsfrågor med naturvetenskapligt innehåll
- 2020
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Ingår i: FND (Svensk förening för forskning i naturvetenskapernas didaktik) konferens 2020, Göteborgs universitet (digital konferens), 11-12 november 2020.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Olika typer av klassrumsdiskussioner lyfts ofta fram som ett sätt att främja elevers resonemangsförmåga och kritiska tänkande. Det behövs dock mer kunskap om vilka specifika kvaliteter i diskussioner mellan elever som kan främja sådana förmågor.Detta konferensbidrag presenterar en studie där vi har undersökt kvaliteter i elevers resonemang om SNI, dels under utforskande gruppdiskussioner och dels under en debatt i form av ett rollspel. Vi undersökte också hur dessa kvaliteter sedan fick betydelse för elevers skriftliga resonemang, genom att analysera elevers argumenterande texter efter respektive aktivitet. I studien deltog 35 elever från två klasser som läste kursen Naturkunskap 1b. De två SNI som eleverna arbetade med berörde vargfrågan i Sverige respektive genmanipulerade grödor.Kvaliteter i elevernas muntliga och skriftliga resonemang om SNI beskrevs i termer av attityd (öppenhet för eller avfärdande av olika perspektiv) och sociolingvistisk kod (huruvida eleverna inkluderar förklaringar och motiveringar i sina resonemang eller inte). Dessa kvalitativa data analyserades därefter vidare med statistiska metoder.Resultaten visar att eleverna under gruppdiskussionerna i högre grad än under debatten nyanserat resonerade om ett flertal olika perspektiv, till exempel naturvetenskapliga, etiska, politiska och personliga. Ett annat resultat var att eleverna i den här studien förklarade och motiverade sina resultat i högre grad under debatten än i gruppdiskussionerna. Under presentationen kommer dessa resultat att diskuteras i relation till syftet med respektive typ av aktivitet.Ingen signifikant skillnad kunde visas mellan gruppdiskussioner och debatt när det gäller vilken betydelse de fick för kvaliteter i elevernas argumenterande texter. Vad gäller kvaliteter i elevernas diskussioner indikerar däremot resultaten att en attityd med öppenhet för olika perspektiv tillsammans med resonemang som inkluderar förklaringar och motiv främjar öppenhet för olika perspektiv i elevernas texter. Pedagogiska implikationer av resultaten kommer att diskuteras under presentationen.
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| 5. |
- Bossér, Ulrika, 1976-, et al.
(författare)
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Lärares kommunikativa ansatser under klassrumsdiskussioner om samhällsfrågor med naturvetenskapligt innehåll
- 2018
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Konferensbidrag (refereegranskat)abstract
- Undervisning kring samhällsfrågor med naturvetenskapligt innehåll, SNI, kännetecknas av att beaktande av en rad olika perspektiv, till exempel etiska och sociala, är viktiga vid sidan av kunskaper i och om naturvetenskap. Genom att ge eleverna möjligheter att diskutera och argumentera kring sina och andras perspektiv, kan de utveckla förståelse för frågornas komplexitet och bilda sig en personlig uppfattning i frågan. Tidigare forskning har visat att undervisning kring SNI med öppenhet för olika perspektiv och betydande inslag av elevdeltagande kan innebära stora utmaningar för lärare i naturvetenskap. Syftet med denna studie var att få kunskap om hur klassrumsdiskussioner om SNI kan utformas och genomföras för att främja målen med undervisningen. I studien deltog två gymnasielärare som undervisar i kursen Naturkunskap 1b i årskurs 1 på det Samhällsvetenskapliga programmet. Datamaterialet utgjordes av ljudinspelningar från fyra lektioner som innehöll diskussioner om SNI. Lärarnas användning av olika kommunikativa ansatser under lektionerna analyserades. De kommunikativa ansatserna kan beskrivas som interaktiva respektive icke-interaktiva samt inkluderande flera eller endast ett perspektiv på SNI-frågan. Resultaten synliggör på vilket sätt lärares användning av olika kommunikativa ansatser kan främja eller begränsa utrymmet för elevernas perspektiv i diskussioner om SNI och möjligheten att belysa komplexiteten i en SNI. Studien bidrar därmed med kunskap som kan användas vid överväganden om utformning och genomförande av undervisning kring SNI för att främja olika mål. Vidare föreslås att kommunikativa ansatser kan användas av lärare som ett analytiskt redskap för att reflektera kring och utveckla aspekter av undervisningspraktiken i relation till de mål de vill uppnå.
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| 6. |
- Bossér, Ulrika, 1976-, et al.
(författare)
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Positioning students as participants in discussions and decision-making on socioscientific issues (SSI)
- 2016
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Konferensbidrag (refereegranskat)abstract
- Dealing with socio-scientific issues, SSI, entails emphasizing classroom practices in which multiple sources of knowledge and diverse perspectives on the issues, including the students’ views, are explored. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing the students’ independence as learners and positioning them as legitimate participants in societal discussions on SSI. At the same time, it has been reported that teachers find it difficult to interact with students in ways that promote the students’ independence as learners and encourages them to voice their perspectives, while pursuing intended learning goals in terms of a predefined body of content knowledge. However, detailed studies on teachers’ interactions with students when dealing with SSI are scarce. The present study aims at providing knowledge of characteristics of teachers’ interactions with students that are relevant to the positioning of students in the SSI classroom. Data consisted of transcripts of audio-recorded interactions between an upper secondary school science teacher and six student groups dealing with a SSI on climate change. Positioning theory was used as a lens to analyze the transcripts with respect to the following research questions: 1) How are the students positioned as participants in the classroom? 2) How are the students positioned in relation to the issue under consideration? The results show that the teacher-student interactions supported or undermined students’ empowerment by making available or delimiting different positions for the students as participants in the classroom and in discussion and decision-making on SSI. The different positions sometimes align with disparate educational aims. Consequently, knowledge of how the teacher-student interactions functioned to position the students is suggested to support teachers to promote students’ pursuit of intended educational outcomes when dealing with SSI.
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| 7. |
- Bossér, Ulrika, 1976-, et al.
(författare)
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Students' positioning in the classroom : a study of teacher-student interactions in a socioscientific issue context
- 2019
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 49:2, s. 371-390
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Tidskriftsartikel (refereegranskat)abstract
- The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students’ views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers’ interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.
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| 8. |
- Bossér, Ulrika, Dr. 1976-, et al.
(författare)
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Students' Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues
- 2020
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum. - 1305-8223 .- 1305-8215. ; 16:12, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Student-active science teaching that includes interactions among students is suggested to support students’ reasoning skills. However, little is known about what are the beneficial modes of interaction to support learning. In the present study, we investigated how different types of classroom discussion on socioscientific issues can encourage students’ reasoning skills as expressed in argumentative essays. Qualities of students’ talk and reasoning skills were described in terms of attitudes, drawing on Dewey, and sociolinguistic codes, drawn from Bernstein. Qualitative data consisting of transcribed classroom discussions and student argumentative essays were analysed by means of statistical methods. The results describe how specific qualities in students’ talk influence qualities of students’ argumentative texts. The results indicate that teachers by promoting elaborate talk among students can stimulate more nuanced and elaborate student texts.
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| 9. |
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| 10. |
- Bossér, Ulrika, Dr. 1976-, et al.
(författare)
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Teachers’ Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching
- 2021
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Ingår i: International Journal of Science and Mathematics Education. - : Springer. - 1571-0068 .- 1573-1774. ; 19:3, s. 461-482
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Tidskriftsartikel (refereegranskat)abstract
- The integration of socioscientific issues (SSI) into science teaching requires that teachers manage classroom discussions in which various perspectives are considered and students’ contributions are recognized. The present study aimed to provide knowledge of how classroom discussions on SSI can be structured and implemented to pursue specific teaching purposes. In this study, two secondary science teachers’ employment of communicative approaches during four discussions on SSI was analysed. In the studied context, communicative approaches can be described as involving various or only a single perspective on SSI and as being either interactive or non-interactive. The results elucidate how teachers can make purposeful use of different communicative approaches to facilitate students’ decision-making while promoting complexity in their reasoning. The results also show how teachers can promote cumulativity, in terms of their recognition of students’ contributions to discussions. It is proposed that teachers can use the concept of communicative approaches as an analytical tool to reflect on and develop aspects of teaching practice in relation to the goals that they wish to achieve.
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