| 1. |
- Bendix, Lars, et al.
(författare)
-
Issues and Challenges with Industrial-Strength Product Composition
- 2010
-
Konferensbidrag (refereegranskat)abstract
- One way to deal with product lines and products that have to exist in many variants is to use a component-based approach. This allows a lot of flexibility in creating new products and can reduce time and costs. However, the flexibility in composing products from a base of components is not without problems. Complexity increases in the composition process when combining many components to one large system – in particular because components may also exist in several revisions or variants. Furthermore, there are many different stakeholders involved in the development of new components and products and they all work at different levels of granularity and have different needs. From the analysis of a complex industrial context, we have identified a set of issues and challenges that need to be addressed for advanced product composition. A shared component base can work as a repository for storing facts and information about components and a rule-base will allow users to reason about configurations at a higher level such as completeness and consistency.
|
|
| 2. |
- Berglund, Andreas, et al.
(författare)
-
15 koncept för bättre ergonomi : Inom äldreomsorg, fysioterapi, däckmontering och varuhantering
- 2015
-
Rapport (populärvet., debatt m.m.)abstract
- Den här boken är resultatet av en kurs i ergonomi vid Teknisk design, Luleå tekniska universitet, våren 2015. 15 kursdeltagare har under 10 veckor använt designmetodik och ergonomiska teorier och metoder för att utveckla 15 konceptuella förbättringsförslag baserade på de 4 undersökta kontexterna äldreomsorg, fysioterapi, däckmontering och varuhantering. Fokus för ergonomi inom området teknisk design är att se till att all design, oavsett vilket system det avser, kompletterar människans styrkor och förmågor. Vi ska kort och gott se till att arbetsuppgifter, utrustning, apparater, processer, miljöer och organisationer utformas med människan som utgångspunkt, istället för att tvinga människan att anpassa sig med olika former av överbelastning som möjlig påföljd. För att uppnå detta behöver vi förstå och designa för den variabilitet som är representerad bland oss människor: vi är olika, har olika åldrar, storlek, styrka, kognitiv förmåga, erfarenheter, förväntningar och mål. Att tillämpa ergonomi betyder att studera hur människor interagerar med produkter, processer, miljöer och system för att förbättra dem, dvs. göra dem enklare, säkrare, bekvämare och effektivare att använda. För att kunna göra det behöver vi kunskap om människans förutsättningar och behov. Teknisk design med utgångspunkt och mål i god ergonomi innebär att exempelvis: Att designa produkter och utrustning som är enkla och tillförlitliga att använda med utgångspunkt i kunskap om kognitiv ergonomi, antropometri och belastningsergonomiska och biomekaniska analyserAtt designa säkra och effektiva tillverkningsprocesser med utgångspunkt i kunskap om kognitiv ergonomi och belastningsergonomiska analyserAtt designa organisationer utifrån kunskap om arbetslivsfysiologi och organisationsergonomiAtt designa arbetsuppgifter utifrån kunskap om kognitiv ergonomi, biomekanik och belastningsergonomiska analyserAtt designa enkla och användarvänliga gränssnitt med utgångspunkt i kognitiv ergonomiErgonomisk anpassning av en produkt eller en arbetsmiljö kan exempelvis handla om att se till att människan inte använder kroppen felaktigt. Det kan handla om fysisk belastning när en uppgift utförs, såväl som sensorisk input från olika system eller psykosocial belastning i form av stress. Det handlar om att utveckla kunskaper om människans begränsningar och förmågor, vilket ger bättre förutsättningar att bidra till användarvänliga lösningar. Det i sin tur bidrar till säkerhet och användarvänlighet och i slutändan att alla produkter, system och miljöer i vår omvärld fungerar väl för människan – det är hållbar utveckling om något. I kursen Ergonomi 2 vid civilingenjörsutbildningen Teknisk design, Luleå tekniska universitet, ingår en projektuppgift. Den syftar till att få fördjupad förståelse inom ergonomi genom att tillämpa kunskap och metoder i ett designprojekt för en verklig situation. Våren 2015 omfattade projektuppgiften att enanalys av valfri kontext, med syfte att förstå problem och utmaningar i den miljö, det sammanhang, den situation och för de personer som var berörda. Inledningsvis arbetade kursdeltagarna i grupper bestående av 3-4 personer, för att sedan gå in i en konceptutvecklingsfas individuellt. Det innebar att kursdeltagarna kunde genomföra ergonomiska analyser gemensamt och sedan utveckla konceptuella lösningar på egen hand. Det resulterade i att kursdeltagarna utvecklade tämligen olika lösningar, även om de haft en gemensam utgångspunkt. Bokens kapitel omfattar en beskrivning av respektive kontext följt av de konceptförslag som kursdeltagarna utvecklade. Som lärare är det alltid extra roligt när kursdeltagare är motiverade och engagerade inför projektuppgifter. Vår förhoppning är att det engagemanget ska framgå på följande sidor och att koncepten ska ge inspiration till att förbättra ergonomin i våra vardagsliv. Åsa Wikberg Nilsson, Therese Öhrling, Lars Sundström, Agneta Larsson och Ulrik RöijezonTeknisk design Luleå tekniska universitet, Augusti 2015
|
|
| 3. |
- Bohlin, Gustav, 1981-, et al.
(författare)
-
A conceptual characterization of online videos explaining natural selection
- 2017
-
Ingår i: Science & Education. - : Springer Netherlands. - 0926-7220 .- 1573-1901. ; 26:7-9, s. 975-999
-
Tidskriftsartikel (refereegranskat)abstract
- Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.
|
|
| 4. |
- Bohlin, Gustav, 1981-, et al.
(författare)
-
Diverse use of threshold concepts - A content analysis of online dynamic visualizations describing evolution.
- 2015
-
Konferensbidrag (refereegranskat)abstract
- There is an abundance of dynamic visualizations (animations, videos and simulations) that claim to explain evolution available on the Internet. The present study explores what aspects of evolution that are represented in these potential learning tools. A criteria catalogue covering 40 operationalized variables was used as a content analysis grid in the analysis of 71 dynamic visualizations. The concepts, derived from research literature, were operationalized into variables sorted into four different categories: (a) content-specific concepts (such as limited resources or inherited variation), (b) threshold concepts (core concepts that transform and integrate understanding within a subject), (c) alternative conceptions (such as teleological explanations or anthropomorphism), and (d) model organism. The results indicate that some concepts are dominantly communicated while others are seldom or never included in online visualizations. Regarding the proposed threshold concepts, evolutionary events happening on small time- and spatial scales, such as subcellular processes, were seldom observed. Rather, the focus was on events happening at a population level in time scales spanning from years and longer. This echoes with an observed lack of explanations regarding randomly occurring mutations providing the basis for variation. Implications include that there are components of evolution that would benefit from being addressed with an increased focus in biology teaching and science education research. The results may also serve as a useful toolkit in the design of new educational material.
|
|
| 5. |
- Bohlin, Gustav, 1981-, et al.
(författare)
-
Evolution on the set – A conceptual characterization of online dynamic visualizations.
- 2014
-
Konferensbidrag (refereegranskat)abstract
- Despite its recognized importance, the theory of evolution presents severe problems to learners. A common approach in science education research involves the division of evolution in conceptual constructs, lately also including the role of threshold concepts. These are seminal ideas that open up new ways of thinking about and interpreting previously known processes. For understanding of evolution, threshold concepts consist of, for example, randomness, probability and wide-stretched spatio-temporal scales. An abundance of dynamic visualizations (animations, videos and simulations), attempting to explain evolution, are available on the Internet. The aim with our study was to map what aspects of evolution that are represented in these visualizations. A criteria catalogue covering 42 operationalized variables was used as a content analysis grid in the analysis of a sample selection including 71 dynamic visualizations. The variables include evolution content concepts (such as limited resources and differential survival) and proposed threshold concepts (such as explicit mentioning of factors influenced by randomness or level of organization in space and time, including connections between submicro- and macro aspects). Furthermore, it includes common alternative conceptions (such as anthropomorphism or that evolution is driven by need). Two raters conducted the analysis with an overlapping reliability sample covering 23 visualizations. Intercoder reliability was calculated using Krippendorff’s alpha. The results indicate that some concepts are dominantly communicated while others are seldom or never included in online visualizations. Regarding the proposed threshold concepts, evolutionary events happening on small time- and spatial scales, such as subcellular processes, were seldom observed. Rather, the focus was on events happening at a population level in time scales spanning from years and longer. Implications include that there are components of evolution that would benefit from being addressed more explicit. The results may also serve as a useful toolkit in the design of new educational material.
|
|
| 6. |
- Bohlin, Gustav, 1981-, et al.
(författare)
-
Evolving germs – Introducing novice pupils to the evolution of bacterial resistance to antibiotics
- 2017
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There is a dual relationship between antibiotic resistance and biological evolution. Antibiotic resistance is typically used as a motivation for why we need an efficient evolution education given that evolutionary reasoning improves our understanding of causes and suggested countermeasures. On the other hand, antibiotic resistance has also been suggested as a useful context in which evolution can be taught, based primarily but not solely on the quick generation times of bacteria. In the present study, we explore the potential benefits with using antibiotic resistance as an example when introducing evolution to novice pupils (aged 13-14). We created a series of animations that pupils interacted with in groups of 3-5 (total n=32). Data was collected on both individual (pre-posttest) and group (collaborative group questions) level. In addition, the exercise was video-taped and the full transcripts were analyzed inductively. The results show that a majority of the pupils succeeded in applying basic evolutionary reasoning to make predictions on antibiotic resistance during and after the exercise, suggesting that this may be a successful approach. Cautions to be aware of include pupils’ use of teleological and antropomorphic reasoning, especially in discussions on submicroscopical phenomena such as genetic processes. Implications for teaching include both lessons from the design of animations as well as the identification of common misunderstandings. The analysis also identifies and points toward several possible future research endeavours.
|
|
| 7. |
- Bohlin, Gustav, 1981-, et al.
(författare)
-
Insights from introducing natural selection to novices using animations of antibiotic resistance
- 2018
-
Ingår i: Journal of Biological Education. - : Taylor & Francis. - 0021-9266 .- 2157-6009. ; 52:3, s. 314-330
-
Tidskriftsartikel (refereegranskat)abstract
- Antibiotic resistance is typically used to justify education about evolution, as evolutionary reasoning improves our understanding of causes of resistance and possible countermeasures. It has also been promoted as a useful context for teaching natural selection, because its potency as a selection factor, in combination with the very short generation times of bacteria, allows observation of rapid selection. It is also amenable to animations, which have potential for promoting conceptual inferences. Thus, we have explored the potential benefits of introducing antibiotic resistance as a first example of natural selection, in animations, to novice pupils (aged 13–14 years). We created a series of animations that pupils interacted with in groups of 3–5 (total n = 32). Data were collected at individual (pre-/post- test) and group (collaborative group questions) levels. In addition, the exercise was video-recorded and the full transcripts were analysed inductively. The results show that most of the pupils successfully applied basic evolutionary reasoning to predict antibiotic resistance development in tasks during and after the exercise, suggesting that this may be an effective approach. Pedagogical contributions include the identification of certain characteristics of the bacterial context for evolution teaching, including common misunderstandings, and factors to consider when designing animations.
|
|
| 8. |
|
|
| 9. |
- Bohlin, Gustav, 1981-, et al.
(författare)
-
NTA-Digital – Tema Kroppen
- 2016
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tema Kroppen är ett nytt digitalt tema inom NTA (Naturvetenskap och Teknik för Alla) som erbjuds årskurs 4-7 i alla anslutna skolor och kommuner. Det sjösätts tillsammans med ett nyproducerat tema om rymden under 2016 efter ett utvecklingsarbete som pågått sedan 2013. Sedan temat öppnade i slutet av våren har drygt 8 000 konton skapats. Projektledningen gav ”Visuellt lärande och kommunikation” (vid LiU och Norrköpings Visualiseringscenter) i uppdrag att, under ledning av Lena Tibell och Marie Rådbo, utforma en web-plattform samt innehåll och struktur för de två temana. Projektet har möjliggjorts genom ekonomiskt stöd från Marcus och Amalia Wallenbergs minnesfond.I tema Kroppen arbetar eleverna sig framåt i en historia genom att lösa uppgifter kopplade till ett antal av kroppens fysiologiska system (cirkulations-systemet, andning, matspjälkning, hormoner och nervsystemet). Till sin hjälp har de en interaktiv tredimensionell modell av människokroppen med integrerat faktamaterial och ett flertal simulatorer. För att lösa uppdragen krävs en kombination av arbete inne i portalen och fysiska laborationer som de utför i klassrummet. Utöver detta finns en inbyggd digital infrastruktur inom vilken eleverna lämnar in svar på uppgifter och kan kommunicera med sin lärare.Utvecklingsarbetet har utgått från tanken att kroppens system inte är isolerade från varandra utan står i ständig samverkan och påverkan. Ett flertal didaktiska hänsyn och frågeställningar har präglat arbetet; däribland lärande med modeller och representationer, att röra sig mellan olika skalnivåer, begreppssvårigheter och skildring av dynamiska förlopp.Vi kommer både visa upp exempel på hur temat och modellerna fungerar samt diskutera lärdomar och svårigheter som uppstått i utvecklingsarbetet.
|
|
| 10. |
- Cuartielles, David, et al.
(författare)
-
Mobile Haptic Technology Development Through Artistic Exploration
- 2012
-
Ingår i: Haptic and Audio Interaction Design. - Berlin, Heidelberg : Springer. - 9783642327957 - 9783642327964 ; , s. 31-40
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper investigates how artistic explorations can be useful for the development of mobile haptic technology. It presents an alternative framework of design for wearable haptics that contributes to the building of haptic communities outside specialized research contexts. The paper also presents our various wearable haptic systems for mobile computing capable of producing high-order tactile percepts. Our practice based approach suggests a design framework that can be applied to create advanced haptic stimulations/situations for physically embodied interaction in real-world settings.
|
|
| 11. |
- Cuartielles, David, et al.
(författare)
-
Telehaptic Awareness
- 2013
-
Konferensbidrag (refereegranskat)abstract
- In this paper we present the next iteration in our study of wearable and mobile haptic communication, proposing to conduct a many-to-many haptic communication experiment over time. We wish to present the project and results in both the Demo and Poster format.
|
|
| 12. |
- Ericsson, Andreas, et al.
(författare)
-
A combined electromagnetic and acoustic analysis of a triaxial carbon fiber weave for reflector antenna applications
- 2016
-
Ingår i: Aerospace Science and Technology. - : Elsevier. - 1270-9638 .- 1626-3219. ; 58, s. 401-417
-
Tidskriftsartikel (refereegranskat)abstract
- Fiber composites are widely used for space applications such as antennas, solar panels and spacecraft support structures. This paper presents a combined electromagnetic and acoustic analysis of a triaxial carbon fiber weave structure, designed for ultra lightweight reflector antennas in satellite communication systems. The electromagnetic and acoustic performance of the structure are analyzed over a wide range of parametric studies, both at a microscopic and mesoscopic length scale. The electromagnetic study indicates that the main parameter governing the electromagnetic reflection performance of the weave is the electric conductivity of the carbon fibers, given that the weave structure is significantly smaller than the wavelength of the incident signals. The acoustic study identifies a critical threshold in the mesoscale geometry in order to avoid a critically high resistive behavior of the weave structure, driven by viscous effects. Design guidelines are drawn from these analyses in order to achieve a trade-off between the electromagnetic reflection properties and the resistance to acoustic loading of such composite materials. These combined analyses allow to deepen the understanding from both an electromagnetic and acoustic perspective in order to open for some new design possibilities.
|
|
| 13. |
|
|
| 14. |
- Göransson, Andreas, 1975-, et al.
(författare)
-
An interactive visualization for communicating troublesome concepts of natural selection
- 2014
-
Konferensbidrag (refereegranskat)abstract
- Troublesome concepts such as randomness, probability and temporal scale have been suggested as important for understanding evolution. I e earlier research has shown that learners often fail to grasp the random component of natural selection and tend to conceptualize adaptation as directed or driven by the needs of the organism. There is some evidence in the literature that interventions targeting randomness in evolution might contribute to better understanding of natural selection. Since external representations such as visualizations has the potential help learners grasp difficult concepts in science, we designed an interactive visualization that focus on some of the troublesome concepts of evolution. The aim of the present pilot study was to explore possible effects of the application on students reasoning as part of a guided group exercise. In particular, we were interested in whether the aspects focused on in the application were discussed and if the students were able to transfer the symbolism in the application to the process of natural selection. The empirical data (recorded interviews and written answers) were collected during a biology course for primary teachers (n=14) and subjected to qualitative content analysis. We found that students’ engagement with the task and in the discussions was high. The transcripts revelead frequent analogies between the visualization and examples from evolution. Accumulated and gradual change over time also was a recurrent theme. Thus, our preliminary results add support to reports suggesting that using interactive visualizations in combination with pre-worked tasks and peer-discussion can facilitate students’ cognitive development of troublesome concepts.
|
|
| 15. |
- Göransson, Andreas C., 1975-, et al.
(författare)
-
Conceptual Characterization of Threshold Concepts in Student Explanations of Evolution by Natural Selection and Effects of Item Context
- 2020
-
Ingår i: CBE - Life Sciences Education. - Bethesda : The American Society for Cell Biology. - 1931-7913. ; 19:1
-
Tidskriftsartikel (refereegranskat)abstract
- Evolutionary theory explains a wide range of biological phenomena. Proper understanding of evolutionary mechanisms such as natural selection is therefore an essential goal for biology education. Unfortunately, natural selection has time and again proven difficult to teach and learn, and students’ resulting understanding is often characterized by misconceptions. Previous research has often focused on the importance of certain key concepts such as variation, differential survival, and change in population. However, so-called threshold concepts (randomness, probability, spatial scale, and temporal scales) have also been suggested to be important for understanding of natural selection, but there is currently limited knowledge about how students use these concepts. We sought to address this lack of knowledge by collecting responses to three different natural selection items from 247 university students from Sweden and Germany. Content analysis (deductive and inductive coding) and subsequent statistical analysis of their responses showed that they overall use some spatial scale indicators, such as individuals and populations, but less often randomness or probability in their explanations. However, frequencies of use of threshold concepts were affected by the item context (e.g., the biological taxa and trait gain or loss). The results suggest that the impact of threshold concepts, especially randomness and probability, on natural selection understanding should be further explored.
|
|
| 16. |
- Göransson, Andreas C., 1975-, et al.
(författare)
-
Context dependence of threshold concepts in students' natural selection explanations
- 2019
-
Konferensbidrag (refereegranskat)abstract
- A rich body of research has investigated students’ explanations of natural selection by focusing on a number of key concepts such as variation, differential survival, and change in population. Recent research has pointed out that other underlying abstract concepts (so-called threshold concepts) such as randomness, probability, spatial scale, and temporal scales are central for evolution understanding. However, no holistic account exists of students’ threshold concepts use in evolutionary explanations. This study therefore aims to explore how students use the abovementioned threshold concepts in their explanations of natural selection. We collected written answers to three natural selection items (i.e., evolution of 1) antibiotic-resistance in bacteria, 2) running speed in cheetahs, and 3) blindness in cave salamanders) from 247 university students. To characterize and quantify the use of threshold concepts, content analysis and subsequent statistical analysis were carried out. Overall, students’ explanations of the three items differ in their expression of threshold concepts. Students most often phrased some kind of spatial scales but less often randomness or probability. A more-fine grained analysis indicated that randomness and spatial scale were most frequent in the bacteria item, while probability was most often expressed in the cheetah item. In contrast, temporal scale was used across all three items, although with rather unspecific expressions. Our work indicates that item context affects the expression and use of threshold concepts in evolutionary explanations.
|
|
| 17. |
- Göransson, Andreas C., 1975-
(författare)
-
Crossing the threshold : Visualization design and conceptual understanding of evolution
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The theory of evolution is considered the unifying theory of biology. An accurate understanding of evolution is vital both for the understanding of diverse topics in biology, but also for societal issues such as antibiotic resistance or biodiversity. In contrast, decades of research in science education have revealed that students have difficulties to accurately understand evolutionary processes such as mutation and natural selection. The majority of this research relies on a conceptual framework of so-called key concepts (variation, selection, inheritance), derived from scholarly descriptions of natural selection. Recent research suggests that non-domain specific concepts such as randomness, probability, spatial and temporal scales, so called threshold concepts, are important for evolution understanding in addition to the key concepts. Thus, many important elements of evolutionary theory are counter-intuitive or lie outside direct perception. Hence, representations such as visualizations, models and simulations are considered to be important for teaching and learning evolution. While the importance of visualizations is generally acknowledged for science education, less is known about how visual design can facilitate students understanding of threshold concepts, such as random mutations or spatial scales.This thesis uses the Model of Educational Reconstruction (MER) as the guiding framework for exploring the significance of threshold concepts by analysing the conceptual content of students’ explanations and extant visualizations of natural selection. MER combines scientific content with teaching and learning perspectives for the analysis and design of learning environments. Content analysis of visualizations available online showed that most fail to fully represent the basic principles of natural selection (variation, selection and inheritance). Moreover, the representational potential of visualizations was seldom used to represent threshold concepts such as randomness in origin of variation. Visualizations were also biased to animals as the context of evolution. Similarly, upper-secondary and tertiary students’ explanations of natural selection were seldom complete in terms of the basic principles and threshold concepts such as randomness were often lacking. Especially significant was the almost complete lack of randomness in upper-secondary students’ explanations. In addition, threshold concepts were context-sensitive across the items used (bacteria, cheetah and salamander), for example spatial scale and randomness was significantly more common in responses to the bacteria item compared to the cheetah and salamander items. Considering the results from these studies, three interactive visualizations were developed (evolution of antibiotic resistance and fur colouration in mice). The visualization design was conducted iteratively following a Design-Based Research approach and evaluated in classroom settings in secondary and upper-secondary Swedish schools. The results showed that visualizations targeting randomness and genetic level events such as mutations can guide students towards a more scientific conception of natural selection. However, there were differences across the visualizations and student samples. In addition, while students often inferred randomness from the visuals, the results showed that integration of randomness into explanations of natural selection may be challenging. Hence, future research should explore the role of guidance and reflection for students understanding of randomness. The thesis also discusses the role of students’ intuitive conceptions in relation to the use of interactive visualizations and how these preconceptions interact with the presented message. By using the theory of frame semantics, framing effects and conceptual integration, students’ issues of achieving an accurate understanding of evolution are discussed in relation to the theory of conceptual change. Implications for teaching and learning natural selection as well as visualization design for learning are also discussed.
|
|
| 18. |
- Göransson, Andreas C., 1975-
(författare)
-
Stepping on the threshold - visualization design and learners causal models of natural selection
- 2019
-
Konferensbidrag (refereegranskat)abstract
- Evolution is a central but challenging topic in biology education. The research literature is rich in examples of how learners construal of evolutionary processes such as natural selection is inadequate. While a lot of attention has been drawn to how central facts of natural selection (variation, selection and inheritance) is comprehended by students, less attention has been payed to important concepts such as randomness and probability. These are suggested to be so called threshold concepts, which are more abstract in nature. We believe that the random origin of novel traits is counter-intuitive and therefore less likely to picked up by students during teaching and learning. In an effort to address this, we work with the hypothesis that visualizations of evolution can be an effective way to make the complex and counter-intuitive nature of evolution less challenging for learners. In this study we report how a visualization of the evolution of antibiotic resistance seem to be interpreted by upper-secondary students. The focus of the visualization was to show that new traits arise by chance and not due to the “pressure” from the environment. Our preliminary results show that even though the students began to include mutation as a source of variation, this model was often mixed with their original ideas of the trait being caused by the pressure from the environment.
|
|
| 19. |
- Göransson, Andreas C., 1975-, et al.
(författare)
-
Teaching randomness in evolution with interactive visualizations of natural selection
- 2021
-
Konferensbidrag (refereegranskat)abstract
- A working understanding of natural selection is vital for addressing contemporary challenges, e.g., combatting antibiotic resistance, conserving biodiversity, ameliorating effects of climate change, and feeding a growing population. However, acquiring a basic understanding of the process is notoriously difficult for students. Recent research has highlighted the importance of so-called threshold concepts (randomness, probability, spatial and temporal scales) in addition to frequently taught key concepts of natural selection. While visualizations have potential utility for teaching natural selection, many visualizations have limitations in their representation of key and threshold concepts. In a previous study we found that visualizations of antibiotic resistance had several advantages but also shortcomings, especially regarding students’ understanding of random mutations. Here we report the design of two novel interactive visualizations intended to address those shortcomings by focusing on representation and role of random mutations in natural selection (antibiotic resistance and fur color of mice). Analysis of data from two pilot studies with secondary students revealed that randomness is often perceived by students in the representations. However, one of the studies revealed that students may have difficulties integrating the role of random variation in natural selection. Implications for visualization design and learning natural selection are discussed.
|
|
| 20. |
- Göransson, Andreas C., 1975-, et al.
(författare)
-
Towards defining success factors for school visits to digital science centers
- 2023
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- School visits to science centers can provide valuable opportunities for pupils to engage with science content and practices different from the traditional classroom and raise pupils' interest in science and science careers. Teachers play a key role in the success of a visit by linking to classroom practice. Unfortunately, visits tend to be viewed as an isolated experience by teachers and pupils, wherein pre- and post-visit activities that actively integrate the visit into classroom practice are often lacking. While many science centers offer suggestions for such pre- and post-visit activities, teachers do not typically take advantage of them. Thus, it is imperative to explore teachers’ views on successful visits and barriers that may influence the experience for pupils. As part of a larger research project on success factors for school visits to science centers, we examined teachers views on success factors, motivations and barriers to visiting a digital science center in Sweden. Based on interviews and the accompanying literature, a questionnaire was developed and distributed to teachers in local compulsory schools. Responses from 50 teachers revealed that the most important success factors were a well-prepared program, that the content is conveyed visually, that the visit induces pupils’ curiosity, and that the activities are linked to the curriculum. Teachers most common motives for visiting were that it offers a unique experience from the classroom, that the visit is free and that the program considers pupils’ needs. The majority of the teachers conducted no or limited pre- and post-visit activities, although the science center offers lesson plans linked to the visit. Main obstacles to visits included public transport costs for suburban and rural area schools. Our results suggest that the design of a visit should also consider and support the practical constraints for teachers and schools.
|
|
| 21. |
- Göransson, Andreas, et al.
(författare)
-
Searching for threshold concepts in evolution by using an open response instrument
- 2015
-
Konferensbidrag (refereegranskat)abstract
- Despite decades of research evolution remains a challenge to teachers and learners. Student reasoning about evolutionary processes tend to lack important key concepts and exhibits a range of well documented alternative conceptions. New research in the domain of conceptual change has generated the notion of threshold concepts. Threshold concepts focus on abstract concepts thought to underlie difficult content in a discipline. The hope is that this research will contribute to better teaching practises as well as understanding of what makes certain discipline content difficult. Earlier research has revealed candidate threshold concepts underlying understanding of evolution. Our aim of this study was to pilot ways to assess if and which threshold concept student use in response to different items as well if different contexts facilitates integration of threshold concepts in explanations. We used a published evolution test instrument to assess the presence of evolution key concepts, threshold concepts. The test instrument was piloted on 113 Swedish upper secondary and university students. Analysis revealed the presence of evolution key concepts as well as threshold concepts and alternative conceptions. The context of the question seem to affect what threshold concepts are used by students. We also found indications of a relation between evolution key concepts and threshold concepts usage. Implications for future research as well as teaching are briefly discussed.
|
|
| 22. |
|
|
| 23. |
- Henriksson, Emma, et al.
(författare)
-
SIK2 regulates CRTCs, HDAC4 and glucose uptake in adipocytes
- 2015
-
Ingår i: Journal of Cell Science. - : The Company of Biologists. - 0021-9533 .- 1477-9137. ; 128:3, s. 472-486
-
Tidskriftsartikel (refereegranskat)abstract
- Salt-inducible kinase 2 (SIK2) is an AMP-activated protein kinase (AMPK) related kinase abundantly expressed in adipose tissue. Our aim was to identify molecular targets and functions of SIK2 in adipocytes, and to address the role of PKA-mediated phosphorylation of SIK2 on Ser358. Modulation of SIK2 in adipocytes resulted in altered phosphorylation of CREB-regulated transcription co-activator 2 (CRTC2), CRTC3 and class IIa histone deacetylase 4 (HDAC4). Furthermore, CRTC2, CRTC3, HDAC4 and protein phosphatase 2A (PP2A) interacted with SIK2, and the binding of CRTCs and PP2A to wild-type but not Ser358Ala SIK2, was reduced by cAMP elevation. Silencing of SIK2 resulted in reduced GLUT4 (also known as SLC2A4) protein levels, whereas cells treated with CRTC2 or HDAC4 siRNA displayed increased levels of GLUT4. Overexpression or pharmacological inhibition of SIK2 resulted in increased and decreased glucose uptake, respectively. We also describe a SIK2-CRTC2-HDAC4 pathway and its regulation in human adipocytes, strengthening the physiological relevance of our findings. Collectively, we demonstrate that SIK2 acts directly on CRTC2, CRTC3 and HDAC4, and that the cAMP-PKA pathway reduces the interaction of SIK2 with CRTCs and PP2A. Downstream, SIK2 increases GLUT4 levels and glucose uptake in adipocytes.
|
|
| 24. |
|
|
| 25. |
|
|
