| 1. |
- Bentham, James, et al.
(författare)
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A century of trends in adult human height
- 2016
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Ingår i: eLIFE. - 2050-084X. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Being taller is associated with enhanced longevity, and higher education and earnings. We reanalysed 1472 population-based studies, with measurement of height on more than 18.6 million participants to estimate mean height for people born between 1896 and 1996 in 200 countries. The largest gain in adult height over the past century has occurred in South Korean women and Iranian men, who became 20.2 cm (95% credible interval 17.522.7) and 16.5 cm (13.319.7) taller, respectively. In contrast, there was little change in adult height in some sub-Saharan African countries and in South Asia over the century of analysis. The tallest people over these 100 years are men born in the Netherlands in the last quarter of 20th century, whose average heights surpassed 182.5 cm, and the shortest were women born in Guatemala in 1896 (140.3 cm; 135.8144.8). The height differential between the tallest and shortest populations was 19-20 cm a century ago, and has remained the same for women and increased for men a century later despite substantial changes in the ranking of countries.
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| 2. |
- Bentham, James, et al.
(författare)
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A century of trends in adult human height
- 2016
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Ingår i: eLIFE. - : eLife Sciences Publications Ltd. - 2050-084X. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Being taller is associated with enhanced longevity, and higher education and earnings. We reanalysed 1472 population-based studies, with measurement of height on more than 18.6 million participants to estimate mean height for people born between 1896 and 1996 in 200 countries. The largest gain in adult height over the past century has occurred in South Korean women and Iranian men, who became 20.2 cm (95% credible interval 17.5–22.7) and 16.5 cm (13.3– 19.7) taller, respectively. In contrast, there was little change in adult height in some sub-Saharan African countries and in South Asia over the century of analysis. The tallest people over these 100 years are men born in the Netherlands in the last quarter of 20th century, whose average heights surpassed 182.5 cm, and the shortest were women born in Guatemala in 1896 (140.3 cm; 135.8– 144.8). The height differential between the tallest and shortest populations was 19-20 cm a century ago, and has remained the same for women and increased for men a century later despite substantial changes in the ranking of countries.
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| 3. |
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| 4. |
- Andersson, Sebastian, et al.
(författare)
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Establishing epistemic practices in students’ formulation of scientifically researchable questions in upper secondary science education
- 2019
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Ingår i: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019. ; , s. 24-24
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The development of students' capability to engage in scientific inquiry is part of the science curricula across the educational system. However, previous research shows that laboratory and practical work in science education do not necessarily develop the capability to engage in scientific inquiry or contribute to developing an understanding of the nature of inquiry. The purpose of this study is to explore how teaching activities can be designed with a specific focus to develop students' capability to formulate questions for scientific inquiry. Some science education research points to that in order for students to develop an understanding of the nature of science inquiry, teaching has to include activities explicitly focusing aspects of inquiry such as asking questions, observing and making inferences. In this study we draw on the theoretical framework of epistemic practices to analyse and design teaching with the purpose of developing students' capabilities to formulate questions for scientific inquiry. Epistemic practices refer to the ways people in a specific community propose, justify, evaluate and legitimize knowledge claims within a disciplinary framework. From this perspective, formulating scientifically researchable questions makes sense only as part of epistemic practice in relation to a motive of knowledge production. The research question is: How can epistemic practices be established in upper-secondary school science where students are invited to participate in activities of formulating researchable questions?The study was carried out as a design-based research collaboration with a research team consisting of nine science teachers and four science education researchers. Data was collected in three cycles of design, intervention and analysis of research lessons with six classes in three different upper-secondary schools. The data consists of video-recordings of student interaction while engaging in tasks of formulating researchable scientific questions. The data is analysed using the didactical model of organizing purposes; distinguishing between overarching purposes and the student-orientated purposes emerging in interaction. The results indicate that the development of students’ capabilities to formulate researchable questions is situated in the processes of interaction with peers, and the conditions for situating the formulation of questions in a practice characterised by closeness to an epistemic object and gathering of observational data. Based on the results, we argue for a shift in science education from focusing students’ views of a generic nature of science or nature of science inquiry to focussing student participation in epistemic practices of various kinds.
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| 5. |
- Andersson, Sebastian, et al.
(författare)
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Students’ capabilities to formulate scientifically researchable questions in upper secondary science education
- 2019
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Ingår i: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019. ; , s. 25-25
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A goal for science education is to develop student capabilities to participate in scientific inquiry. This includes various aspects of inquiry; formulating scientifically researchable questions as well as planning, performing, analyzing and presenting science investigations. In science education practices, there is a tradition of using practical or laboratory work to illustrate science concepts; focussing correct answers and reproduction of ready-made scientific knowledge, rather than engaging students in inquiry. Previous research shows that inquiry teaching predominantly engage students in investigating science questions as formulated beforehand by the teacher or a textbook. Little attention has been paid to what might characterize the capability of formulating scientifically researchable questions in school. In this study we draw on a theoretical framework of epistemic practices. Epistemic practices refer to the ways people in a specific community propose, justify, evaluate and legitimize knowledge claims within a disciplinary framework. From this perspective, formulating and developing scientifically researchable questions makes sense only in relation to a motive of knowledge production. The aim of this study is to explore what might characterize students’ capabilities to formulate and develop scientifically researchable questions in upper secondary science education.The collected data consists of video-recordings of student interaction in group-work focussing formulating and developing scientifically researchable questions. Data was collected as part of a design-based study with six classes in three different schools. The video-recordings were transcribed in verbatim and analysed by the means of qualitative content analysis. The preliminary results suggest three themes: Formulation of scientifically researchable questions as:1) Working with the specification of the epistemic object. The theme illustrates how the students elaborated on the meaning of related scientific concepts and discussed cause and effect. 2) Specifying researchability by focussing on how to operationalize the epistemic object. The theme illustrates how the students reformulate their questions as part of a process of discussing e.g. measurability and variables.3) Making value-judgements of epistemic objects. The theme illustrates how the students distinguish between scientific and non-scientific questions and make value-judgements about relevance. The results contribute to an understanding of what the capability to engage in scientific inquiry as participation in collective epistemic work in an upper-secondary school science classroom might entail. The themes are related to the establishing of a specific scientific epistemic object. The results are discussed in relation to previous research in science education and the development of resources for teaching inquiry framing capabilities of inquiry as generic.
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| 6. |
- Björnhammer, Sebastian, et al.
(författare)
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Att designa epistemiska praktiker i nv-undervisningen - en studie om hur gymnasieelever producerar naturvetenskapligt undersökningsbara frågor
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I läroplanen för gymnasiet betonas det i de naturvetenskapliga ämnena att undervisningen ska innefatta naturvetenskapliga arbetsmetoder som att formulera och söka svar på frågor. Holmström, Pendrill et al. (2018) beskriver dock hur besparingar och en minskad tid för gymnasiets laborationsundervisning resulterat i att reformer likt denna inte fått någon genomslagskraft i lärares planering av laborationsundervisning. Den naturvetenskapliga undervisningen öppnar sällan upp för elever att formulera och utforska egna frågor (Lunde, 2015). Stort fokus läggs istället på reproduktion av redan etablerad kunskap och “rätta svar” (Andrée, 2007). När väl ansatser görs för att utforma uppgifter som ger eleverna möjlighet att utveckla förmåga till systematiskt undersökande är det inte självklart att uppgifterna faktiskt möjliggör det. Utmaningen är att utforma uppgifter som inte bara fokuserar på att eleverna ska utveckla förmåga att använda vissa tekniker och redskap för systematiskt undersökande utan att involvera eleverna i arbete med utveckla naturvetenskaplig kunskap (Bergvall, Lavett Lagerström & Andrée, 2018). Eleverna behöver få delta i aktiviteter som syftar till att synliggöra vad som kännetecknar naturvetenskapliga praktiker (Lunde, 2015; Kelly & Licona, 2018). En förutsättning för att etablera naturvetenskaplig epistemisk undervisningspraktik är enligt Kelly (2008) att eleverna får vara med och producera nya frågor och ny kunskap. Studiens syfte är att undersöka hur epistemiska praktiker kan etableras i naturvetenskaplig undervisning på gymnasiet där elever ges möjlighet att utveckla förmågan att formulera naturvetenskapligt undersökningsbara frågor. Vi har genomfört en designbaserad studie i tre iterativa cykler i ett nära samarbete mellan nio NV-lärare och sex forskare i NV-didaktik. Cyklerna har genomförts på tre gymnasieskolor i stockholmsregionen, med 60-90 deltagande elever i respektive cykel. Empiri består av videoinspelningar och ljudupptagningar från elevgruppers diskussioner under lektionerna, samt elevers skriftligt formulerade frågor. Vi har genomfört en kvalitativ innehållsanayls (Graneheim & Lundman, 2003;2017) vilket har resulterat i en variation av kvaliteter av förmågan att formulera naturvetenskapligt undersökningsbara frågor. De preliminära resultaten visar att dessa kvaliteter, som exempelvis att förhålla sig till frågans undersökningsbarhet, och hur eleverna fick möjlighet att utveckla dessa spelade roll för huruvida kunskapsproduktion eller vanemässiga handlingar etablerades i undervisningen (jfr Eriksson & Lindberg, 2016; Knorr Cetina, 2001).
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| 7. |
- Björnhammer, Sebastian, et al.
(författare)
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Vad kan elever som kan formulera naturvetenskapligt undersökningsbara frågor?
- 2020
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 8:1, s. 81-104
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie fokuserar på innebörder av att kunna formulera undersökningsbara frågor i naturvetenskap. Studien tar utgångspunkt i naturvetenskapligt undersökande som epistemiskt arbete. Den forskningsfråga som undersöks är: Vilka kvalitativa aspekter av kunnande kommer till uttryck i gymnasieelevers arbete med att formulera naturvetenskapligt undersökningsbara frågor? Studien har genomförts som en designbaserad studie med sex interventioner på gymnasiet där eleverna i den genomförda undervisningen har fått i uppgift att, i olika sammanhang, formulera undersökningsbara frågor. Data innefattar film- och ljudinspelningar och har analyserats med hjälp av kvalitativ innehållsanalys. Resultaten synliggör tre kvalitativa aspekter av att formulera undersökningsbara frågor: Precisering av det epistemiska objektet, Operationalisering av det epistemiska objektet samt Värdering av frågeställningen i relation till det epistemiska objektet.
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| 8. |
- Freerks, Per, et al.
(författare)
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Att utveckla gymnasieelevers förmåga att formulera, värdera och precisera naturvetenskapligt undersökningsbara frågor
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tidigare forskning visar att elevers deltagande i laborationer inte självklart utvecklar förmågan till systematiskt undersökande arbete. I studien som presenteras utforskas därför hur undervisning kan bidra till att utveckla elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor. Lärare från tre olika gymnasieskolor och fem ämnesdidaktiska forskare har i tre cykler tillsammans designat, implementerat och analyserat lektioner där elever engagerats i att formulera naturvetenskapligt undersökningsbara frågor. Det preliminära resultatet visar att gymnasieelever kan urskilja och diskutera flera aspekter av vad som kan känneteckna en naturvetenskapligt undersökningsbar fråga. Vidare synliggörs betydelsen av att sätta formuleringen av naturvetenskapliga frågor i relation till att också planera och genomföra en undersökning.
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| 9. |
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| 10. |
- Lozano, Rafael, et al.
(författare)
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Measuring progress from 1990 to 2017 and projecting attainment to 2030 of the health-related Sustainable Development Goals for 195 countries and territories: a systematic analysis for the Global Burden of Disease Study 2017
- 2018
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Ingår i: The Lancet. - : Elsevier. - 1474-547X .- 0140-6736. ; 392:10159, s. 2091-2138
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Tidskriftsartikel (refereegranskat)abstract
- Background: Efforts to establish the 2015 baseline and monitor early implementation of the UN Sustainable Development Goals (SDGs) highlight both great potential for and threats to improving health by 2030. To fully deliver on the SDG aim of “leaving no one behind”, it is increasingly important to examine the health-related SDGs beyond national-level estimates. As part of the Global Burden of Diseases, Injuries, and Risk Factors Study 2017 (GBD 2017), we measured progress on 41 of 52 health-related SDG indicators and estimated the health-related SDG index for 195 countries and territories for the period 1990–2017, projected indicators to 2030, and analysed global attainment. Methods: We measured progress on 41 health-related SDG indicators from 1990 to 2017, an increase of four indicators since GBD 2016 (new indicators were health worker density, sexual violence by non-intimate partners, population census status, and prevalence of physical and sexual violence [reported separately]). We also improved the measurement of several previously reported indicators. We constructed national-level estimates and, for a subset of health-related SDGs, examined indicator-level differences by sex and Socio-demographic Index (SDI) quintile. We also did subnational assessments of performance for selected countries. To construct the health-related SDG index, we transformed the value for each indicator on a scale of 0–100, with 0 as the 2·5th percentile and 100 as the 97·5th percentile of 1000 draws calculated from 1990 to 2030, and took the geometric mean of the scaled indicators by target. To generate projections through 2030, we used a forecasting framework that drew estimates from the broader GBD study and used weighted averages of indicator-specific and country-specific annualised rates of change from 1990 to 2017 to inform future estimates. We assessed attainment of indicators with defined targets in two ways: first, using mean values projected for 2030, and then using the probability of attainment in 2030 calculated from 1000 draws. We also did a global attainment analysis of the feasibility of attaining SDG targets on the basis of past trends. Using 2015 global averages of indicators with defined SDG targets, we calculated the global annualised rates of change required from 2015 to 2030 to meet these targets, and then identified in what percentiles the required global annualised rates of change fell in the distribution of country-level rates of change from 1990 to 2015. We took the mean of these global percentile values across indicators and applied the past rate of change at this mean global percentile to all health-related SDG indicators, irrespective of target definition, to estimate the equivalent 2030 global average value and percentage change from 2015 to 2030 for each indicator. Findings: The global median health-related SDG index in 2017 was 59·4 (IQR 35·4–67·3), ranging from a low of 11·6 (95% uncertainty interval 9·6–14·0) to a high of 84·9 (83·1–86·7). SDG index values in countries assessed at the subnational level varied substantially, particularly in China and India, although scores in Japan and the UK were more homogeneous. Indicators also varied by SDI quintile and sex, with males having worse outcomes than females for non-communicable disease (NCD) mortality, alcohol use, and smoking, among others. Most countries were projected to have a higher health-related SDG index in 2030 than in 2017, while country-level probabilities of attainment by 2030 varied widely by indicator. Under-5 mortality, neonatal mortality, maternal mortality ratio, and malaria indicators had the most countries with at least 95% probability of target attainment. Other indicators, including NCD mortality and suicide mortality, had no countries projected to meet corresponding SDG targets on the basis of projected mean values for 2030 but showed some probability of attainment by 2030. For some indicators, including child malnutrition, several infectious diseases, and most violence measures, the annualised rates of change required to meet SDG targets far exceeded the pace of progress achieved by any country in the recent past. We found that applying the mean global annualised rate of change to indicators without defined targets would equate to about 19% and 22% reductions in global smoking and alcohol consumption, respectively; a 47% decline in adolescent birth rates; and a more than 85% increase in health worker density per 1000 population by 2030. Interpretation: The GBD study offers a unique, robust platform for monitoring the health-related SDGs across demographic and geographic dimensions. Our findings underscore the importance of increased collection and analysis of disaggregated data and highlight where more deliberate design or targeting of interventions could accelerate progress in attaining the SDGs. Current projections show that many health-related SDG indicators, NCDs, NCD-related risks, and violence-related indicators will require a concerted shift away from what might have driven past gains—curative interventions in the case of NCDs—towards multisectoral, prevention-oriented policy action and investments to achieve SDG aims. Notably, several targets, if they are to be met by 2030, demand a pace of progress that no country has achieved in the recent past. The future is fundamentally uncertain, and no model can fully predict what breakthroughs or events might alter the course of the SDGs. What is clear is that our actions—or inaction—today will ultimately dictate how close the world, collectively, can get to leaving no one behind by 2030.
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