| 1. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Help-words – a Creative Way of Making Sense of visualizations in molecular life science
- 2010
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Konferensbidrag (refereegranskat)abstract
- When confronted with the representations and terms of science, students make meaning using the knowledge and language they possess. They make frequent use of conventional expressions, but they also use words that seemingly have no conventional meaning, here labelled help-words. This study explores the verbal resources upper secondary students use to make meaning of molecular life science. The paper gives a description of the phenomenon of non-conventionalised expressions, help-words, based on a study of 20 upper secondary students. The results indicate that help-words are meaningful in learning situations, especially in abstract disciplines such as molecular life science.
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| 2. |
- Tibell, Lena A. E., 1952-, et al.
(författare)
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Educational Challenges of Molecular Life Science- Characteristics and implications for education and research
- 2010
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Ingår i: CBE - Life Sciences Education. - Bethesda, MD, United States : American Society for Cell Biology. - 1931-7913. ; 9:1, s. 25-33
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life, often with deep ethical dimensions. At the same time the content is inherently complex, highly abstract and deeply rooted in diverse disciplines ranging from “pure sciences,” such as maths, chemistry, and physics, through “applied sciences”, such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together these features pose diverse, important, and exciting challenges for tomorrow’s teachers and educational establishments.With backgrounds in molecular life science research and secondary life science teaching, we (LT and CJR, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges we focus in most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.
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| 3. |
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| 4. |
- Jahic Pettersson, Alma, 1986-, et al.
(författare)
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Students’ Meaning-Making of Nutrient Uptake in Relation to Organizational Levels
- 2022
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Ingår i: Designs for Learning. - : Stockholm University Press. - 2001-7480. ; 14:1, s. 29-45
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Tidskriftsartikel (refereegranskat)abstract
- Previous research suggests that everyday expressions are commonly used in students’ descriptions of nutrient uptake. This study investigate a classroom context in year 5 with a focus on signs of scientific meaning-making about nutrient uptake with an animation as a resource in two different schools. In one of the schools there was also a teacher review. The aim of this study is to investigate the pedagogical affordances of scientific terms and everyday expressions in the animation and in classroom teaching. Further, students’ signs of scientific meaning-making at the meso and submicro organizational level in group discussions and written descriptions are analyzed and if taking part of a teacher review influenced the students’ use of scientific terms and everyday expressions.The results show that the students who had a teacher review use everyday expressions at the meso and submicro level to a greater extent than the students who did not have an teacher review. The everyday expressions are often used as a kind of translation from the scientific terms in the students’ drawings.
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| 5. |
- Jahic Pettersson, Alma, 1986-
(författare)
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Topsar och cellmembran : Kroppens näringsupptag i undervisning och elevtexter på mellanstadiet
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I avhandlingen studeras mellanstadieelevers meningsskapande kring näringsupptag. Avhandlingens artiklar baseras på två datainsamlingar. I den första studeras skriftliga svar på ett nationellt prov i biologi. I den andra studeras klassrumsundervisning i två skolor med en animation om näringsupptag som kontext. I den ena skolan hålls också en lärargenomgång. Det övergripande analysverktyget är innehållsanalys, mer specifikt används organisationsnivåer och systemtisk funktionell grammatik (SFG). I kappan diskuteras resultatet ur tre perspektiv. För det första visas att naturvetenskapligt korrekta svar och koppling mellan matspjälknings- och cirkulationssystemet är associerade med antalet kopplingar mellan organisationsnivåer och förekomst av mesonivån i beskrivningarna. Näringsupptaget beskrivs ofta i termer av förflyttning (i ett logistiksystem), med explicita och/eller implicita aktörer där processen ofta uttrycks metaforiskt. För det andra ger resultatet en inblick i metaforernas möjligheter och begränsningar för elevernas meningsskapande genom att spåra var metaforerna kommer ifrån. I animationen används metaforiska uttryck för att förklara specifika funktioner. Eleverna använde flera spontana metaforer, vissa som även deras lärare tog upp användes. För det tredje visar avhandlingens resultat att eleverna i båda skolorna kombinerar naturvetenskapliga termer med vardagsuttryck. De elever som har haft lärargenomgång använder mer vardagsuttryck än de som inte har haft det. Vidare visar eleverna tecken på naturvetenskapligt meningsskapande på mesonivån genom att använda vardagsuttryck om membranproteinernas funktion i termer av molekyler som går genom kanaler och har sin egen ingång till blodet.
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| 6. |
- Lederman, Judith S., et al.
(författare)
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Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
- 2023
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289.
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.
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| 7. |
- Rundgren, Carl-Johan A., 1973-, et al.
(författare)
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Critical Features of Visualizations of Transport through the Cell Membrane : An Empirical Study of Upper Secondary and Tertiary Students' Meaning-Making of a Still Image and an Animation
- 2010
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Ingår i: International Journal of Science and Mathematics Education. - Dordrecht : Springer. - 1571-0068 .- 1573-1774. ; 8:2, s. 223-246
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Tidskriftsartikel (refereegranskat)abstract
- Images, diagrams and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary and tertiary students interpret visualizations of transport through the cell membrane in the form of a still image and an animation. Twenty upper secondary and five tertiary students were interviewed. In addition, 31 university students participated in a group discussion and answered a questionnaire regarding the animation. A model, based on variation theory, was then tested as a tool for distinguishing between what is expected to be learned, what is present in the visualizations, and what is actually learned by the students.Three critical features of the ability to visualize biomolecular processes were identified from the students’ interpretations of the animation: the complexity of biomolecular processes, the dynamic and random nature of biomolecular interactions, and extrapolation between 2D and 3D. The results of this study support the use of multiple representations to achieve different learning goals.
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| 8. |
- Rundgren, Carl-Johan A., 1973-
(författare)
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Meaning-Making in Molecular Life Science Education : upper secondary school students´interpretation of visualizations of proteins
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Molecular life science has become one of the fastest-growing fields of scientific and technical innovation. An important issue for tomorrow-s education is to meet the challenge posed by various facets of molecular life science. This thesis highlights four aspects of molecular life science education: the rapid production and flow of information, its multi- and interdisciplinary character, the complexity of life phenomena and our knowledge of them, and the high level of abstraction of the knowledge produced. Images, diagrams and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary school students interpret visualizations of proteins. The participating students were taking different variants of the natural science program in the second (grade 11) or third (grade 12) year of their upper secondary school education in Sweden. A set of 107 students answered a questionnaire with open-ended questions about proteins, and 20 were interviewed in semi-structured, revised clinical interviews. The interviews were structured around 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane. The results from the study indicate occurrence of alternative conceptions relating to scale and systems level, DNA-related problems and confusion about the properties of the cell membrane. Three sources of difficulties regarding the ability to visualize biomolecular processes were identified: the complexity of biomolecular processes, the dynamic nature of the processes and extrapolations between 2D and 3D conceptions. The results indicate that the students may possess an understanding of a process (expressed in the visual code) which they cannot express in words. The results also indicate that beginner students use a kind of intermediate language when learning a new content area, frequently making use of metaphors, some that they have obtained from their teaching and some that they create themselves, i.e. spontaneous metaphors. They also make use of words that seemingly have no meaning, such as -plupp- and -flopp-. These words are here referred to as helpwords. The results from this study indicate that spontaneous metaphors and helpwords do take on a meaning in learning situations and that they play a role in the meaning-making of the students.
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| 9. |
- Rundgren, Carl-Johan A., 1973-
(författare)
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Upper Secondary School Students´ Interpretation of Visualizations of Proteins - A Case Study.
- 2007
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Ingår i: ESERA 2007,2007. - Malmö : Malmö högskola.
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Konferensbidrag (refereegranskat)abstract
- Images, diagrams and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary school students interpret visualizations of proteins in the form of 2D images and animations. A set of 107 students taking different variants of the natural science program answered a questionnaire with open-ended questions about proteins, and 20 were interviewed in semi-structured, revised clinical interviews. The interviews were structured around three 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane. The results from the study indicate occurrence of alternative conceptions relating to scale and systems level, DNA-related problems and confusion about the properties of the cell membrane. Three sources of difficulties regarding the ability to visualize biomolecular processes were identified: the complexity of biomolecular processes, the dynamic nature of the processes and extrapolations between 2D and 3D conceptions.
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| 10. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Death of Metaphors in Life Science? : A study of upper secondary and tertiary students' use of metaphors and help-words in their meaning-making of scientific content.
- 2009
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 10:3, s. Article 3-
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Tidskriftsartikel (refereegranskat)abstract
- The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners in a scientific field, however, lack the experience of using a term of metaphorical origin in its domain-specific precise and general sense, and may therefore be more cognitively affected than the expert by the underlying metaphor. The study shows that beginners in the field of molecular life science use spontaneous metaphors and metaphors used in teaching in a way that demonstrates that they have difficulty using the proper scientific terminology. The results of this study indicate, among other things, that difficulties in science education may, to a large degree, be connected with problems of communicating the generality and precision of scientific terms and metaphors used in science. The article ends with a suggestion as how to enable students to move from general and vague metaphoric uses of scientific terms toward a more general and precise usage.
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