| 1. |
- Flodin, Veronica, et al.
(författare)
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Utveckling av trepartssamtal inom kompletterande pedagogisk utveckling (KPU)
- 2020
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Ingår i: Lärarkonferens2020- möjligheter med akademisk lärarskap. ; , s. 25-25
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Trepartssamtalet, dvs ett samtal mellan kurslärare, student och VFU-handledare, är en central del i den verksamhetsförlagda utbildningen (VFU), och dessutom ett av få tillfällen i hela lärarutbildningen där campus, student och skola möts. Studenterna lyfter fram trepartssamtalet i kursutvärderingar som ett av de viktigaste inslagen under utbildningen. Men trepartssamtalet är också kostsamt på olika sätt. Det kostar i tid att resa ut till skolorna och det behövs också många lärare att bemanna dem. Det är därför viktigt att utveckla och utforska olika former för samtal i VFU som inte är en ren minskning av kvalitet, utan kan vara en form som gynnar studenternas lärande.Projektet omfattar två delstudier där I) studerar digitala trepartssamtal och II) studerar trepartssamtal i grupp. Delprojekt I) är en erfarenhetsbaserad studie där vi jämför våra resultat med till exempel Karlstads universitet som har lärarutbildning (och därmed trepartssamtal) på distans (Johansson och Johansson, 2018). Delprojekt II) innebär trepartssamtal med studentpar, och genomförs som en möjlig aktivitet inom klustren i den nya VFU-organisationen. Studier har visat att studenter som gör VFU i par eller grupp har möjlighet att genom gemensam planering och gemensamma reflektioner hitta kopplingar mellan den egna undervisningen och innehållet i de lästa kurserna (Cavanagh & McMaster, 2015; Manuchechrie, 2002). Delprojekt II sker också i samverkan med VFU-kursansvariga vid institutionerna HSD och ISD.Under paneldiskussionen kommer vi presentera resultaten i de olika delprojekten, vad vi har lärt oss och vilka utmaningar som vi kan ställas inför, till exempel:•Tekniska krav och hantering av GDPR•Krav på stödstrukturer, till exempel digitala verktyg, gott samarbete med VFU-sekretariatet för placeringar och med lärare i övriga kurser•Pedagogiska anpassningar av kursuppgifter och rutiner för samtalet•Studenters och lärares engagemang och medverkan i projektet•Att både få komma tillbaka till engagerade handledare, och att skala upp erfarenheter till att omfatta fler utbildningar
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| 2. |
- Björk, Jonas, et al.
(författare)
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Accuracy of GFR estimating equations combining standardized cystatin C and creatinine assays: a cross-sectional study in Sweden
- 2015
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Ingår i: Clinical Chemistry and Laboratory Medicine. - : Walter de Gruyter GmbH. - 1434-6621 .- 1437-4331. ; 53:3, s. 403-414
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Tidskriftsartikel (refereegranskat)abstract
- Background: The recently established international cystatin C calibrator makes it possible to develop non-laboratory specific glomerular filtration rate (GFR) estimating (eGFR) equations. This study compares the performance of the arithmetic mean of the revised Lund-Malmo creatinine and CAPA cystatin C equations (MEAN(LM-REV+CAPA)), the arithmetic mean of the Chronic Kidney Disease Epidemiology Collaboration equation (CKD-EPI) creatinine and cystatin C equations (MEAN(CKD-EPI)), and the composite CKD-EPI equation (CKD-EPICREA+CYSC) with the corresponding single marker equations using internationally standardized calibrators for both cystatin C and creatinine. Methods: The study included 1200 examinations in 1112 adult Swedish patients referred for measurement of GFR (mGFR) 2008-2010 by plasma clearance of iohexol (median 51 mL/min/1.73 m(2)). Bias, precision (interquartile range, IQR) and accuracy (percentage of estimates +/- 30% of mGFR; P-30) were compared. Results: Combined marker equations were unbiased and had higher precision and accuracy than single marker equations. Overall results of MEAN(LM-REV+CAPA)/MEAN(CKD-EPI)/CKD-EPICREA+CYSC were: median bias -2.2%/-0.5%/-1.6%, IQR 9.2/9.2/8.8 mL/min/1.73 m(2), and P-30 91.3%/91.0%/91.1%. The P-30 figures were about 7-14 -percentage points higher than the single marker equations. The combined equations also had a more stable performance across mGFR, age and BMI intervals, generally with P-30 >= 90% and never <80%. Combined equations reached P-30 of 95% when the difference between eGFR(CREA) and eGFR(CYSC) was <10% but decreased to 82% at a difference of >= 40%. Conclusions: Combining cystatin C and creatinine assays improves GFR estimations with P-30 >= 90% in adults. Reporting estimates of both single and combined marker equations in clinical settings makes it possible to assess the validity of the combined equation based on the agreement between the single marker equations.
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| 3. |
- Flodin, Veronica, et al.
(författare)
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Criteria-Based Assessment of Knowledge in Biology in Higher Education
- 2019
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Ingår i: ESERA 2019 The Beauty and Pleasure of Understanding. - : University of Bologna. - 9788894587401 ; , s. 1976-1982
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Konferensbidrag (refereegranskat)abstract
- Assessment of knowledge is a key part of all programs. In higher education, the assessment process since 2006 also has had an ambition to be equivalent in Europe through a joint agreement in Bologna. Standards and guidelines for quality assurance are made, for example that criteria for and method of assessment are published in advance to enhance transparency. Course objectives are formulated as student-centered learning outcomes coupled with assessment criteria that describe what the learner is expected to do and to what level. At some Swedish universities, the reform was completed in 2007. A question is thus, how learning outcomes and assessment criteria are expressed in biology courses of today. All course plans and course documents from the academic year 2015/2016 in biology at one university have been collected and categorized according to type of assessment criteria. This study focuses qualitatively expressed assessment criteria, i.e. differences in quality are expressed with words. Three different categories were found. The quality of student answers are assessed as different levels of abilities, different levels of relational complexity or different levels of attributes. Possible knowledge taxonomies affecting the criteria are discussed as well as the lack of critical analysis of assessment practice in higher education courses. The influence of view of knowledge is highlighted and differences in preconditions for knowing in different sub disciplines. Consequences for teaching and learning and possible solutions are raised.
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| 4. |
- Flodin, Veronica
(författare)
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Epistemisk drift : Genbegreppets rörelser i några av forskningens och undervisningens texter i biologi
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Det övergripande syftet med denna uppsats är att utveckla förståelsen för relationen mellan den kunskap som tas fram i forskning i biologi och den kunskap som det sedan undervisas om, i kurser på universitetet. Arbetet i denna uppsats är begränsat till den del av forskning och undervisning som är inriktad mot användningen av vetenskapliga begrepp i texter, och vilka innebörder användningarna leder till. Arbetet baseras på två studier.I den första studien visas att i en enda, mycket använd lärobok i biologi, kan man finna (åtminstone) fem olika innebörder av hur genbegreppet används. Det som är intressant är att dessa olika innebörder kan knytas till framväxten av olika biologiska discipliner. Det kan tyckas självklart när man ser det som resultat, men faktum är att genbegreppet inte framskrivs som kontextberoende. Detta borde i sin tur leda till att förståelsen av genbegreppet försvåras, eftersom betydelsen varierar med sammanhanget och dessutom kan olika innebörder blandas i ett och samma sammanhang. De lärandeproblem som tidigare studier har visat på, kan bland annat ha sin grund i ett innehållsproblem. Det vill säga, innehållet i sig är vagt och otydligt.I den andra studien baseras analysen på en fallstudie av användningen av genbegreppet i fem vetenskapliga artiklar. Olika innebörder av genbegreppet återfinns på samma sätt som den tidigare studien gjort gällande för en lärobok i biologi. Men även nya kategorier beskrivs. I läroboken kunde de olika innebörderna knytas till olika subdiscipliner. I de vetenskapliga artiklarna knyts de nya kategorierna snarare till olika kunskapsprojekt. Genen och genbegreppet fyller olika funktioner i relation till forskningsproblemen, frågorna och metoderna. Man kan säga att olika aspekter av genen används i olika kunskapsprojekt. Men kategorierna används inte renodlat. Både de tidigare kategoriserade innebörderna och nya kategorier används. Blandningen föreslås bero på att kunskaper om gener inte försvinner, utan lever vidare och används sida vid sida med nyutvecklad kunskap, vilket leder till att genbegreppet är utsatt för en epistemisk drift.Transformationen av innehåll mellan forskningstexten och lärobokstexten, diskuteras sedan utifrån resultaten i studie ett och studie 2 i termer av rekontextualisering. När innehållet ”transformeras” till läroboken, finns variationerna av genbegreppet kvar, men inte det vetenskapliga sammanhanget i form av frågor och metoder. De olika sätten att veta om gener förekommer blandat i forskningstexterna, men forskarna föreslås kunna använda sin disciplinbaserade kunskap till att utläsa sambanden. Det kan betyda att det som framstår som luddigt, blandat och oklart för en utomstående, inte är det för en fackman som befinner sig i den aktuella praktiken.
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| 5. |
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| 6. |
- Flodin, Veronica S.
(författare)
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Characterisation of the Context-Dependence of the Gene Concept in Research Articles : Possible Consequences for Teaching Concepts with Multiple Meanings
- 2017
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Ingår i: Science & Education. - : Springer Science and Business Media LLC. - 0926-7220 .- 1573-1901. ; 26:1, s. 141-170
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to interpret and qualitatively characterise the content in some research articles and evaluate cases of possible difference in meanings of the gene concept used. Using a reformulation of Hirst’s criteria of forms of knowledge, articles from five different sub-disciplines in biology (transmission genetic, molecular biology, genomics, developmental biology and population genetics) were characterised according to knowledge project, methods used and conceptual contexts. Depending on knowledge project, the gene may be used as a location of recombination, a target of regulatory proteins, a carrier of regulatory sequences, a cause in organ formation or a basis for a genetic map. Methods used range from catching wild birds and dissecting beetle larvae to growing yeast cells in 94 small wells as well as mapping of recombinants, doing statistical calculations, immunoblotting analysis of protein levels, analysis of gene expression with PCR, immunostaining of embryos and automated constructions of multi-locus linkage maps. The succeeding conceptual contexts focused around concepts as meiosis and chromosome, DNA and regulation, cell fitness and production, development and organ formation, conservation and evolution. These contextual differences lead to certain content leaps in relation to different conceptual schemes. The analysis of the various uses of the gene concept shows how differences in methodologies and questions entail a concept that escapes single definitions and “drift around” in meanings. These findings make it important to ask how science might use concepts as tools of specific inquiries and to discuss possible consequences for biology education.
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| 7. |
- Flodin, Veronica S.
(författare)
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Dealing with a Learning Problem in Genetics : “Mendel as the Enemy of Genetics no. 1”
- 2018
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Ingår i: Future Educational Challenges from Science and Technology Perspectives. - Malmö : Malmö University. - 9789171049711 ; , s. 106-112
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Konferensbidrag (refereegranskat)abstract
- The traditional lecture, where a lecturer presents, summarize, explain etc. the course content, is a common practice in biology higher education. The purpose of this study is therefore the possibility of the lecture as a mean to deal with a central learning problem in genetics. An experienced teacher and researcher sees a learning problem in the gap between scientific development concerning genomes and the more simple "one gene - one phenotype" relation and laws of inheritance, founded by Mendel. The question is how the lecturer tries to overcome the learning problem as part of the content structure of the lecture in a fruitful way. The study is inspired by lesson study in its arrangement. The lecturer tests his lecture structure on two different student groups in an iterative way with reflections in between. The focused learning problem is tested in the final exam and the results from both student groups are compared. Despite the elaborated structural changes in the lectures, the majority of students do not pass the question about how gene complexity is involved in phenotypic changes. The results bids a discussion about how we create learning problems and how to abandon Mendelian genetics and conventional presentations of content.
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| 8. |
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| 9. |
- Flodin, Veronica S., 1960-
(författare)
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En didaktisk studie av kunskapsinnehåll i biologi på universitetet : Med genbegreppet som exempel
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about knowing in biology in higher education and research. The gene concept is used as an example of knowledge content that is common to both biological research and education. The purpose is to study how knowing about the gene is expressed in different forms of knowledge contexts at the university. This is important to study in order to understand documented learning problems regarding the gene concept but also to better understand the relation between knowledge in research and teaching. Knowledge has to be transformed to become an educational content, a process that is of special interest within the field of Didaktik. The thesis is based on three qualitative case studies. Study I is an analysis of a textbook in biology. The purpose is to examine the content as presented to the students to see how its structure may contribute to the problems students have. How does the gene concept function as a scientific representation and at the same time as an object for learning in a biology college textbook? A phenomenographic approach is used to study implicit variation in gene concept use when the textbook treats different sub disciplines. The results show conceptual differences between them. The different categories of the gene found–as a trait, an information structure, an actor in the cell, a regulator in embryonic development or as a marker for evolutionary change–mean that we deal with different phenomena. The gene as an object is ascribed different functions and furthermore these functions are intermingled in the textbook. Since, in the textbook, these conceptual differences are not articulated, they likely are a source of confusion when learning about genes. Study II examines the gene concept use in a scientific context, as exemplified by five research articles from a scientific journal. Using an adaptation of Hirst’s criteria for forms of knowledge, the study characterizes how the scientific contexts for the gene concept use vary. What kinds of different gene concept use in these contexts can be discerned? When comparing the articles, it becomes evident that the gene concept is used to answer different kinds of questions. The meanings of the gene concept are connected to various knowledge projects, their purposes and the methods used. Shifts of methodologies and questions entail a concept that escapes single definitions and “slides around” in meanings. These contextual transformations and associated content leaps are here referred to as epistemic drift. Study III follows an integrative research project in biology. What are the characteristic content conditions for knowledge development? What different ways in using the gene concept can be distinguished? By using the analytic methodology developed in study II, the scientific contexts are categorized according to their knowledge project, methods used and conceptual contexts. The results show that the gene concept meanings and the content vary in focus, are more or less explicitly formulated, or possible to formulate, and consist of different skills. One didactic conclusion is that by being more overt about the conditions for problem solving within a specific subdisciplin (i.e. fruitful questions to ask, knowledge needed to answer them, and methods available), students may be given opportunities to get a broader perspective on what it means to know biology.
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| 10. |
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| 11. |
- Flodin, Veronica S.
(författare)
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The Necessity of Making Visible Concepts with Multiple Meanings in Science Education : The Use of the Gene Concept in a Biology Textbook
- 2009
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Ingår i: Science & Education. - : Springer Science and Business Media LLC. - 0926-7220 .- 1573-1901. ; 18:1, s. 73-94
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to analyze variations in how the gene concept is used and conceived in different sub-disciplines in biology. An examination of the development of subject matter and the use of the gene concept in a common college biology textbook shows that the gene concept is far from presented in a consistent way. The study describes and categorizes five different gene concepts used in the textbook; the gene as a trait, an information-structure, an actor, a regulator and a marker. These conceptual differences are not dealt with in an explicit manner. This constitutes one of the sources for confusion when learning about genes and genetics.
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| 12. |
- Grubb, Anders, et al.
(författare)
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Generation of a new cystatin C-based estimating equation for glomerular filtration rate by use of 7 assays standardized to the international calibrator
- 2014
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Ingår i: Clinical Chemistry. - : Oxford University Press (OUP). - 0009-9147 .- 1530-8561. ; 60:7, s. 974-986
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND:Many different cystatin C-based equations exist for estimating glomerular filtration rate. Major reasons for this are the previous lack of an international cystatin C calibrator and the nonequivalence of results from different cystatin C assays.METHODS:Use of the recently introduced certified reference material, ERM-DA471/IFCC, and further work to achieve high agreement and equivalence of 7 commercially available cystatin C assays allowed a substantial decrease of the CV of the assays, as defined by their performance in an external quality assessment for clinical laboratory investigations. By use of 2 of these assays and a population of 4690 subjects, with large subpopulations of children and Asian and Caucasian adults, with their GFR determined by either renal or plasma inulin clearance or plasma iohexol clearance, we attempted to produce a virtually assay-independent simple cystatin C-based equation for estimation of GFR.RESULTS:We developed a simple cystatin C-based equation for estimation of GFR comprising only 2 variables, cystatin C concentration and age. No terms for race and sex are required for optimal diagnostic performance. The equation, [Formula: see text] is also biologically oriented, with 1 term for the theoretical renal clearance of small molecules and 1 constant for extrarenal clearance of cystatin C.CONCLUSIONS:A virtually assay-independent simple cystatin C-based and biologically oriented equation for estimation of GFR, without terms for sex and race, was produced.
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| 13. |
- Nyman, Ulf, et al.
(författare)
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The revised Lund-Malmo GFR estimating equation outperforms MDRD and CKD-EPI across GFR, age and BMI intervals in a large Swedish population
- 2014
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Ingår i: Clinical Chemistry and Laboratory Medicine. - : Walter de Gruyter GmbH. - 1434-6621 .- 1437-4331. ; 52:6, s. 815-824
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Tidskriftsartikel (refereegranskat)abstract
- Background: The performance of creatinine-based glomerular filtration rate (GFR) estimating equations may vary in subgroups defined by GFR, age and body mass index (BMI). This study compares the performance of the Modification of Diet in Renal Disease (MDRD) study and Chronic Kidney Disease Epidemiology Collaboration (CKD-EPI) equations with the revised Lund-Malmo equation (LM Revised), a new equation that can be expected to handle changes in GFR across the life span more accurately. Methods: The study included 3495 examinations in 2847 adult Swedish patients referred for measurement of GFR (mGFR) 2008-2010 by plasma clearance of iohexol (median 52 mL/min/1.73 m(2)). Bias, precision [interquartile range (IQR)] and accuracy [percentage of estimates +/- 10% (P-10) and +/- 30% (P-30) of mGFR] were compared. Results: The overall results of LM Revised/MDRD/CKD-EPI were: median bias 2%/8%/11%, IQR 12/14/14 mL/min/1.73 m(2), P-10 40%/35%/35% and P-30 84%/75%/76%. LM Revised was the most stable equation in terms of bias, precision and accuracy across mGFR, age and BMI intervals irrespective of gender. MDRD and CKD-EPI overestimated mGFR in patients with decreased kidney function, young adults and elderly. All three equations overestimated mGFR and had low accuracy in patients with BMI <20 kg/m(2), most pronounced among men. Conclusions: In settings similar to the investigated cohort LM Revised should be preferred to MDRD and CKD-EPI due to its higher accuracy and more stable performance across GFR, age and BMI intervals.
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| 14. |
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