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- af Geijerstam, Åsa, docent, 1972-
(författare)
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Att skriva i naturorienterande ämnen i skolan
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When children encounter new subjects in school, they are also faced with new ways of using language. Learning science thus means learning the language of science, and writing is one of the ways this is accomplished. The present study investigates writing in natural sciences in grades 5 and 8 in Swedish schools. Major theoretical influences for these investigations are found within the socio-cultural, dialogical and social semiotic perspectives on language use.The study is based on texts written by 97 students, interviews around these texts and observations from 16 different classroom practices. Writing is seen as a situated practice; therefore analysis is carried out of the activities surrounding the texts. The student texts are analysed in terms of genre and in relation to their abstraction, density and use of expansions. This analysis shows among other things that the texts show increasing abstraction and density with increasing age, whereas the text structure and the use of expansions do not increase.It is also argued that a central point in school writing must be the students’ way of talking about their texts. Analysis of interviews with the students is thus carried out in terms of text movability. The results from this analysis indicate that students find it difficult to talk about their texts. They find it hard to express the main content of the text, as well as to discuss it’s function and potential readers.Previous studies argue that writing constitutes a potential for learning. In the material studied in this thesis, this potential learning tool is not used to any large extent. To be able to participate in natural sciences in higher levels, students need to take part in practices where the specialized language of natural science is used in writing as well as in speech.
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- Blomqvist, Per, 1972-
(författare)
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Samtal om skrivbedömning : Lärares normer, beslut och samstämmighet
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.
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- Evensen, L, et al.
(författare)
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Thin detectors for the CHICSi Delta E-E telescope
- 1997
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Ingår i: IEEE TRANSACTIONS ON NUCLEAR SCIENCE. - : IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC. - 0018-9499. ; 44:3, s. 629-634
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Tidskriftsartikel (refereegranskat)abstract
- A pilot series of 10 mu m to 15 mu m thin silicon detectors has been made for the Delta E-E telescopes in the CHICSi detector system. This system will operate gt the CELSIUS heavy ion storage ring in Uppsala, Sweden, Delta E-E telescopes provide isotope i
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- Hållsten, Stina
(författare)
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Ingenjörer skriver : Verksamheter och texter i arbete och utbildning
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The subject of this study is engineers’ activities, writing and texts in their profession and education. Fieldwork for the study was conducted in three professional workplaces and a major technical university (called Tekniska Institutet in the study).The aim of the study is to explore what kind of writing the engineers are supposed to handle and practice, situated in their professional environment, and to compare this with the writing practices and texts engineering students are prepared for in their higher education. The theoretical framework is a sociocultural approach inspired by Lave & Wenger (1991), Wenger (1998), Wertsch (1998) and Engeström (1987). The theoretical concepts of activity systems, mediational means or cultural tools and trajectory of practice are applied, partly on a linguistic level, to the writing and the work that engineers carry out in their professional community and the university.The engineers in the study write every day in their profession, in different roles, something they are not quite prepared for in their higher education. The study examines whether there are cultural tools that are typical for engineers and their work. One central construction is the list, which can be seen as a cultural tool on both a cognitive and a social or communicative level: the study shows that the list is used both to structure or construct content and to instruct readers, for example, or show them how a soft ware system or a computer programme is structured. The list is also used within the education community, in teachers’ instructions and course material as well as in the students’ texts, such as lab reports and different types of essays.
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- Kvamme, Bjørn Olav, et al.
(författare)
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Modulation of innate immune responses in Atlantic salmon by chronic hypoxia-induced stress.
- 2013
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Ingår i: Fish & shellfish immunology. - : Elsevier BV. - 1095-9947 .- 1050-4648. ; 34:1, s. 55-65
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Tidskriftsartikel (refereegranskat)abstract
- Atlantic salmon post-smolts were exposed to either chronic hypoxic (Hy) or normal oxygen (No) conditions in seawater tanks for 58 days, mimicking conditions typical of sea cages for farmed salmon at some periods of the year. By day 29 head kidney macrophages were isolated and subjected to invitro poly I:C stimulation to simulate viral infection, and samples were collected over 48h. By day 58 fish were subjected to invivo stimulation using poly I:C or a Vibrio water-based vaccine to simulate viral or bacterial infection, respectively. The fish were monitored for stress responses and expression of several pro-inflammatory genes in head kidney and intestinal tissue up to five days post-injection. Stress load was monitored by plasma cortisol estimation at days 29 and 58, and on days 1, 2, 3 and 5 post-injection in the invivo trial. Hy exposure resulted in elevated plasma cortisol levels on day 29 compared to No, while on day 58 cortisol levels were higher in the control group. Additionally, both poly I:C and the Vibrio vaccine gave significantly increased cortisol levels one day post-injection compared to PBS treated controls, irrespective of previous oxygen exposure. Invitro stimulation of macrophages with poly I:C revealed higher IFNα mRNA levels at 6, 12 and 24h and for Mx at 12 and 24h post-stimulation, for both No and Hy individuals. Moreover, IFNα levels were higher in No than in Hy individuals at all time points, and a similar difference was seen in Mx at 48h. Invivo stimulation with poly I:C elicited strong elevation of the IL-1β, IFNγ, Mx and IP10 mRNA transcripts in head kidney, while TNFα1 and IFNα were found unaffected. The Vibrio vaccine elicited a strong up regulation of IL-1β, IFNγ and IP10 mRNA, whereas Mx, TNFα1 and IFNα appeared unchanged. Significant differences in expression between different oxygen exposure groups were found for all genes and both stimuli. The overall trend suggests that long-term hypoxia either reduces or delays the expression of these genes in head kidney. Expression of IFNγ and Mx in intestinal tissues also showed a strong up regulation of the genes following poly I:C stimulation, and also here the overall trend suggests that chronic hypoxia results in a lower or delayed expression of the measured genes. In summary, our results indicate that chronic hypoxia modulates the expression of important immune related genes putatively altering the immune response. As the effect is present in isolated macrophages as well as head kidney and intestinal tissue the modulation appears to be affecting local as well as systemic responses.
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