| 1. |
- Engström, Gunnar, et al.
(författare)
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Pulmonary function and atherosclerosis in the general population : causal associations and clinical implications
- 2024
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Ingår i: European Journal of Epidemiology. - : Springer Nature. - 0393-2990 .- 1573-7284. ; 39:1, s. 35-49
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Tidskriftsartikel (refereegranskat)abstract
- Reduced lung function is associated with cardiovascular mortality, but the relationships with atherosclerosis are unclear. The population-based Swedish CArdioPulmonary BioImage study measured lung function, emphysema, coronary CT angiography, coronary calcium, carotid plaques and ankle-brachial index in 29,593 men and women aged 50–64 years. The results were confirmed using 2-sample Mendelian randomization. Lower lung function and emphysema were associated with more atherosclerosis, but these relationships were attenuated after adjustment for cardiovascular risk factors. Lung function was not associated with coronary atherosclerosis in 14,524 never-smokers. No potentially causal effect of lung function on atherosclerosis, or vice versa, was found in the 2-sample Mendelian randomization analysis. Here we show that reduced lung function and atherosclerosis are correlated in the population, but probably not causally related. Assessing lung function in addition to conventional cardiovascular risk factors to gauge risk of subclinical atherosclerosis is probably not meaningful, but low lung function found by chance should alert for atherosclerosis.
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| 2. |
- Haglund, Pontus, et al.
(författare)
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Understanding Students’ Failure to use Functions as a Tool for Abstraction – An Analysis of Questionnaire Responses and Lab Assignments in a CS1 Python Course
- 2021
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Ingår i: Informatics in Education. An International Journal. - : Vilnius University Press. - 1648-5831 .- 2335-8971. ; 20:4, s. 583-614
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Tidskriftsartikel (refereegranskat)abstract
- Controlling complexity through the use of abstractions is a critical part of problem solving in programming. Thus, becoming proficient with procedural and data abstraction through the use of user-defined functions is important. Properly using functions for abstraction involves a number of other core concepts, such as parameter passing, scope and references, which are known to be difficult. Therefore, this paper aims to study students proficiency with these core concepts, and students ability to apply procedural and data abstraction to solve problems. We collected data from two years of an introductory Python course, both from a questionnaire and from two lab assignments. The data shows that students had difficulties with the core concepts, and a number of issues solving problems with abstraction. We also investigate the impact of using a visualization tool when teaching the core concepts.
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| 3. |
- Heikkilä, Mia, et al.
(författare)
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Debugging in Programming as a Multimodal Practice in Early Childhood Education Settings
- 2018
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Ingår i: Multimodal Technologies and Interaction. - : MDPI. - 2414-4088. ; 2:3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to broadly elaborate on how programming can be understood as a new teaching scope in preschools, focusing specifically on debugging as one of the phases involved in learning to program. The research question How can debugging as part of teaching and learning programming be understood as multimodal learning? has guided the analysis and the presentation of the data. In this study, and its analysis process, we have combined a multimodal understanding of teaching and learning practices with understandings of programming and how it is practiced. Consequently, the multidisciplinary approach in this study, combining theories from social sciences with theories and concepts from computer science, is central throughout the article. This is therefore also a creative, explorative process as there are no clear norms to follow when conducting multidisciplinary analyses. The data consist of video recordings of teaching sessions with children and a teacher engaged in programming activities. The video material was recorded in a preschool setting during the school year 2017–2018 and consists of 25 sessions of programming activities with children, who were four or five years old. The results show how debugging in early childhood education is a multimodal activity socially established by use of speech, pointing and gaze. Our findings also indicate that artefacts are central to learning debugging, and a term ‘instructional artefacts’ is therefore added. Finally, the material shows how basic programming concepts and principles can be explored with young children.
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| 4. |
- Heintz, Fredrik, 1975-, et al.
(författare)
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Computing at School in Sweden – Experiences fromIntroducing Computer Science within Existing Subjects
- 2015
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Ingår i: Proceeding of the 8th International Conference on Informatics in Schools:Situation, Evolution, and Perspective (ISSEP). - : Springer. - 9783319253954
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Konferensbidrag (refereegranskat)abstract
- Computing is no longer considered a subject area only relevant for anarrow group of professionals, but rather as a vital part of general education thatshould be available to all children and youth. Since making changes to nationalcurricula takes time, people are trying to find other ways of introducing childrenand youth to computing. In Sweden, several current initiatives by researchers andteachers aim at finding ways of working with computing within the current curriculum.In this paper we present case studies based on a selection of these initiativesfrom four major regions in Sweden and based on these case studies wepresent our ideas for how to move forward on introducing computational thinkingon a larger scale in Swedish education.
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| 5. |
- Heintz, Fredrik, 1975-, et al.
(författare)
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Introducing Programming and Digital Competence in Swedish K-9 Education
- 2017
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Ingår i: Informatics in Schools. - Cham : Springer. - 1611-3349 .- 0302-9743. - 9783319714820 - 9783319714837 ; , s. 117-128
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Konferensbidrag (refereegranskat)abstract
- The role of computer science and IT in Swedish schools has varied throughout the years. In fall 2014, the Swedish government gave the National Agency for Education (Skolverket) the task of preparing a proposal for K–9 education on how to better address the competences required in a digitalized society. In June 2016, Skolverket handed over a proposal introducing digital competence and programming as interdisciplinary traits, also providing explicit formulations in subjects such as mathematics (programming, algorithms and problem-solving), technology (controlling physical artifacts) and social sciences (fostering aware and critical citizens in a digital society). In March 2017, the government approved the new curriculum, which needs to be implemented by fall 2018 at the latest. We present the new K–9 curriculum and put it in a historical context. We also describe and analyze the process of developing the revised curriculum, and discuss some initiatives for how to implement the changes.
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| 6. |
- Kjällander, Susanne, et al.
(författare)
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Signs of learning in middle school computing education
- 2022
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Konferensbidrag (refereegranskat)abstract
- Programming has been part of Swedish elementary school curriculum for six years and the aim of this full paper is to find out how teachers can design programming activities so that students engage and learn. A mix-methods research project with a social semiotic, multimodal theoretical framework – Designs for learning – is used to investigate teaching and learning in a class during three years. The results in this small-scale study indicate that collaboration is a successful didactic design for programming lessons in school. Computational thinking is prevalent and both digital skills (such as coding) and digital competencies (such as understanding the impact of technology in society) are practiced and met in programming lessons merging Science, Technology, Engineering, Arts, and Mathematics.
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| 7. |
- Klevstig, Martina, et al.
(författare)
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Cardiac expression of the microsomal triglyceride transport protein protects the heart function during ischemia
- 2019
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Ingår i: Journal of Molecular and Cellular Cardiology. - : Elsevier BV. - 0022-2828 .- 1095-8584. ; 137, s. 1-8
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Tidskriftsartikel (refereegranskat)abstract
- Aims: The microsomal triglyceride transport protein (MTTP) is critical for assembly and secretion of apolipoprotein B (apoB)-containing lipoproteins and is most abundant in the liver and intestine. Surprisingly, MTTP is also expressed in the heart. Here we tested the functional relevance of cardiac MTTP expression. Materials and methods: We combined clinical studies, advanced expression analysis of human heart biopsies and analyses in genetically modified mice lacking cardiac expression of the MTTP-A isoform of MTTP. Results: Our results indicate that lower cardiac MTTP expression in humans is associated with structural and perfusion abnormalities in patients with ischemic heart disease. MTTP-A deficiency in mice heart does not affect total MTTP expression, activity or lipid concentration in the heart. Despite this, MTTP-A deficient mice displayed impaired cardiac function after a myocardial infarction. Expression analysis of MTTP indicates that MTTP expression is linked to cardiac function and responses in the heart. Conclusions: Our results indicate that MTTP may play an important role for the heart function in conjunction to ischemic events.
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| 8. |
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| 9. |
- Mannila, Linda, 1979-
(författare)
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Digitally competent schools: teacher expectations when introducing digital competence in Finnish basic education
- 2018
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Ingår i: Seminar.net. - : Høgskolen i Innlandet. - 1504-4831. ; 14:2, s. 201-215
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Tidskriftsartikel (refereegranskat)abstract
- The increased exposure to technology raises a need for understanding how the digital world works, just as we learn about the physical world. As a result, countries all over the world are renewing their school curricula in order to include digital competence, computer science or other similar content. In this paper, we provide insight into what teachers see as crucial aspects when implementing a new curricula introducing digital competence as a transversal element. We have analysed 86 Finnish teachers’ descriptions of digitally competent schools and digitally competent personnel, in order to identify a list of prerequisites that can be helpful to school leaders who are to drive the change at their local schools.
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| 10. |
- Mannila, Linda, 1979-, et al.
(författare)
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Exploring Gender Differences in Primary School Programming
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665462440 - 9781665462457
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Konferensbidrag (refereegranskat)abstract
- As a result of the increased digitalisation, many countries have introduced programming in their primary education curricula. One main objective is to give all children equal opportunities to develop the skills needed to be an active participant and producer in a digitalized society. This also addresses another important objective, that of increased diversity and broadened participation. Despite technology being a natural part in our everyday lives, stereotypical views of programming as a primarily male activity still exist. In this paper, we explore girls’ and boys’ experiences of programming at school and in their spare time. The study is situated in primary school classrooms in Sweden, where programming was introduced in a cross-curricular manner as part of digital competence in 2018. While most students reported having some programming experience, it was quite limited. The results show that, compared to the girls, boys in grades 4-9 are somewhat more positive towards programming and get more programming experience both at school and in their spare time. Similarly, boys rated their self-perceived programming skills higher than the girls. In grades 1-3, no gender disparity was found in students’ attitudes, experiences or skills. However, the gender differences in grades 4-9 were not reflected to an equally high extent in the students’ programming skills, as girls and boys did equally well on many skills related tasks. The analysis highlights the importance of well planned, motivating and relevant tasks in order to provide positive experiences of programming in the classroom.
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