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- Berlin Kolm, Sofia, et al.
(författare)
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Genetic diversity, population structure and phenotypic variation in European Salix viminalis L. (Salicaceae)
- 2014
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Ingår i: Tree Genetics & Genomes. - : Springer Science and Business Media LLC. - 1614-2942 .- 1614-2950. ; 10:6, s. 1595-1610
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Tidskriftsartikel (refereegranskat)abstract
- To investigate the potential of association genetics for willow breeding, Salix viminalis germplasm was assembled from UK and Swedish collections (comprising accessions from several European countries) and new samples collected from nature. A subset of the germplasm was planted at two sites (UK and Sweden), genotyped using 38 SSR markers and assessed for phenological and biomass traits. Population structure, genetic differentiation (F-ST) and quantitative trait differentiation (Q(ST)) were investigated. The extent and patterns of trait adaptation were assessed by comparing F-ST and Q(ST) parameters. Of the 505 genotyped diploid accessions, 27 % were not unique. Genetic diversity was high: 471 alleles was amplified; the mean number of alleles per locus was 13.46, mean observed heterozygosity was 0.55 and mean expected heterozygosity was 0.62. Bayesian clustering identified four subpopulations which generally corresponded to Western Russia, Western Europe, Eastern Europe and Sweden. All pairwise F-ST values were highly significant (p<0.001) with the greatest genetic differentiation detected between the Western Russian and the Western European subpopulations (F-ST = 0.12), and the smallest between the Swedish and Eastern European populations (F-ST = 0.04). The Swedish population also had the highest number of identical accessions, supporting the view that S. viminalis was introduced into this country and has been heavily influenced by humans. Q(ST) values were high for growth cessation and leaf senescence, and to some extent stem diameter, but low for bud burst time and shoot number. Overall negative clines between longitudinal coordinates and leaf senescence, bud burst and stem diameter were also found.
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| 3. |
- Åhman, Niclas, et al.
(författare)
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A Language Model Based Analysis of Pupils’ Practical Work with IR Cameras
- 2022
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Ingår i: Thermal Cameras in Science Education. - Cham : Springer. - 9783030852870 - 9783030852900 - 9783030852887 ; , s. 95-110
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Bokkapitel (refereegranskat)abstract
- In this chapter we will provide examples of a possible way of using a language based model in relation to Field, Tenor and Mode to analyse science teaching and learning in a classroom context with primary pupils. We want to examine how teachers and pupils coordinate a range of semiotic resources in their moment-to-moment interaction when they interact with an IR-camera. In the result we find that the visual graphical mode of the IR-camera image function, together with teacher’s statements, questions and gestures, structure the dialgoue in a step by step kind of scaffolding way for the pupils. The results of this study indicate that the IR-camera have the potential of beeing a true pedagogical resource for pupils meaning making of thermal phenomena.
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| 4. |
- Åhman, Niclas, et al.
(författare)
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In-service science teacher professional development
- 2015
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 11:2, s. 207-219
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe) to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years), was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’ discussions, a pragmatic and a reflective approach, respectively. During the investigation period, the focus of the teachers’ discussions changed, from a predominantly pragmatic approach to a predominantly reflective approach. The results indicate that the work with CoRe and learning study stimulated the teachers to express and discuss their knowledge, beliefs and attitudes towards teaching, i.e. promoted their professional development.
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| 6. |
- Åhman, Niclas, et al.
(författare)
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Learning Study och kollegial CoRe stimulerar lärares professionella utveckling inom naturvetenskaplig undervisning
- 2020
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Ingår i: LUMAT. - Helsngfors : University of Helsinki. - 2323-7112. ; 8:1, s. 200-228
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med studien är att klargöra hur lärares professionella utveckling stimuleras då de planerar och genomför en Learning Study (LS) kombinerad med verktyget Content Representation (CoRe). Data består av sex erfarna lärares inspelade diskussioner under åtta träffar då de planerar och analyserar en LS bestående av två lektioner i årkurs 6 inom kemi, samt tre CoRe som lärarna skriver. I början av studien talar lärarna mest om undervisning som att fakta ska förmedlas till eleverna. När de sedan planerar första lektionen övergår deras diskussioner till hur de kan stimulera eleverna till diskussion och reflektion. Lärarna planerar både lektion 1 och 2 utifrån ett variationsteoretiskt perspektiv, men lektion 1 genomförs inte i enlighet med vad de planerat. Det är först i lektion 2 som läraren behåller fokus på lärandeobjektet och dess kritiska aspekter. Resultatet av studien visar även att en Learning Study kombinerad med CoRe stimulerar lärares professionella utveckling och ämnesdidaktiska kompetens i form av lärande nätverk enligt Clarkes och Hollingsworths (2002) modell ”interconnected model of professional growth”.
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| 7. |
- Åhman, Niclas, et al.
(författare)
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Teachers' and pupils' scientific dialogue in learning about invisible thermal phenomena
- 2020
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Ingår i: International Journal of Science Education. - : Taylor & Francis Group. - 0950-0693 .- 1464-5289. ; 42:18, s. 3116-3133
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Tidskriftsartikel (refereegranskat)abstract
- In science education research, there is a growing body of studies focusing on the role of multiple representations in pupils' learning. This study is based on a social semiotic perspective and in the analysis, there is a special focus on how the content is conveyed and how relations are created through interaction between teachers/pupils and the infrared camera and between teachers and pupils. We report the results from a pilot study involving one teacher's work with thermal phenomena in grade 6. A class of 45 primary pupils, divided in 4 groups. Overall, we describe findings from three lessons involving experiments situated in pupils' everyday experiences of thermal phenomena. In the analysis, we focus on two groups of pupils (N = 25) and data are generated from three lessons by video and audio recordings. With the help of the infrared camera, the pupils manage to represent heat as a process. The infrared camera provides a visual interface for a shared point of reference and is an important semiotic resource for stimulating verbal communication between pupils and between pupils and teachers.
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