| 1. |
- Gad, Helge, et al.
(författare)
-
MTH1 inhibition eradicates cancer by preventing sanitation of the dNTP pool
- 2014
-
Ingår i: Nature. - : Nature Publishing Group. - 0028-0836 .- 1476-4687. ; 508:7495, s. 215-221
-
Tidskriftsartikel (refereegranskat)abstract
- Cancers have dysfunctional redox regulation resulting in reactive oxygen species production, damaging both DNA and free dNTPs. The MTH1 protein sanitizes oxidized dNTP pools to prevent incorporation of damaged bases during DNA replication. Although MTH1 is non-essential in normal cells, we show that cancer cells require MTH1 activity to avoid incorporation of oxidized dNTPs, resulting in DNA damage and cell death. We validate MTH1 as an anticancer target in vivo and describe small molecules TH287 and TH588 as first-in-class nudix hydrolase family inhibitors that potently and selectively engage and inhibit the MTH1 protein in cells. Protein co-crystal structures demonstrate that the inhibitors bindin the active site of MTH1. The inhibitors cause incorporation of oxidized dNTPs in cancer cells, leading to DNA damage, cytotoxicity and therapeutic responses in patient-derived mouse xenografts. This study exemplifies the non-oncogene addiction concept for anticancer treatment and validates MTH1 as being cancer phenotypic lethal.
|
|
| 2. |
- Isaksson, Björn, et al.
(författare)
-
Hepatic encephalopathy verified by psychometric testing and EEG in cirrhotic patients : Effects of mesocaval interposition shunt or sclerotherapy
- 2005
-
Ingår i: HPB. - : Elsevier BV. - 1365-182X .- 1477-2574. ; 7:1, s. 65-72
-
Tidskriftsartikel (refereegranskat)abstract
- Background. The aim of this randomised prospective study was to evaluate hepatic encephalopathy after mesocaval interposition shunt operation and after repeated endoscopic sclerotherapy. Methods. Forty-five patients with bleeding oesophageal varices due to liver cirrhosis were randomised to the two treatment groups, 24 to the shunt group and 21 to the sclerotherapy group. The patients were evaluated preoperatively regarding blood tests, hepatic encephalopathy as measured by electroencephalogram with spectral analysis and by a battery of psychometric tests. The direction of portal flow in the shunt group was investigated by shunt phlebography and ultrasonography with Doppler. During follow-up the same investigations were performed twice at median 6.7 and 14.7 months after operation. Results. No statistically significant difference was found during follow-up regarding blood tests and electroencephalography with spectral analysis. Although the preoperative psychometric tests showed that the shunt group performed significantly better than the sclerotherapy group, the first follow-up showed that the shunt group performed statistically worse than the sclerotherapy group in seven of the tests: Synonyms (measuring verbal ability), Block Design Test (measuring visuo-spatial ability), Memory for Design Test, Error Score (measuring memory function), Revised Visual Retention Test, correct answers and the same test error answers (measuring visuo-spatial memory, ability and immediate memory), Digit Symbol Test (measuring perceptual ability) and Trial Making Test B (measuring cognitive motor abilities). Conclusions. Patients treated by mesocaval interposition shunt showed a progressive general reduction in psychometric performance compared with patients treated with repeated sclerotherapy, in whom a general intellectual improvement was observed. This finding corresponds to the reverse direction of the preoperative portal flow to a hepatofugal pattern at first follow-up and at 12 months among two-thirds of the patients. © 2005 Taylor & Francis Group Ltd.
|
|
| 3. |
- Amin, Tamer, et al.
(författare)
-
Arrow of time : Metaphorical construals of entropy and the second law of thermodynamics
- 2012
-
Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 5:96, s. 818-848
-
Tidskriftsartikel (refereegranskat)abstract
- Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Andersson, Henrik, et al.
(författare)
-
Assaying cardiac biomarkers for toxicity testing using biosensing and cardiomyocytes derived from human embryonic stem cells
- 2010
-
Ingår i: JOURNAL OF BIOTECHNOLOGY. - : Elsevier Science B.V., Amsterdam.. - 0168-1656 .- 1873-4863. ; 150:1, s. 175-181
-
Tidskriftsartikel (refereegranskat)abstract
- Human embryonic stem cell (hESC) derived cardiomyocytes are in the present study being used for testing drug-induced cardiotoxicity in a biosensor set-up. The design of an in vitro testing alternative provides a novel opportunity to surpass previous methods based on rodent cells or cell lines due to its significantly higher toxicological relevance. In this report we demonstrate how hESC-derived cardiomyocytes release detectable levels of two clinically decisive cardiac biomarkers, cardiac troponin T and fatty acid binding protein 3, when the cardiac cells are exposed to the well-known cardioactive drug compound. doxorubicin. The release is monitored by the immuno-biosensor technique surface plasmon resonance, particularly appropriate due to its capacity for parallel and high-throughput analysis in complex media.
|
|
| 7. |
- Andersson Shams Hakimi, Caroline, et al.
(författare)
-
In vitro assessment of platelet concentrates with multiple electrode aggregometry.
- 2015
-
Ingår i: Platelets. - : Informa UK Limited. - 0953-7104 .- 1369-1635. ; 26:2, s. 132-137
-
Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT Storage impairs platelet function. It was hypothesized that multiple electrode aggregometry in vitro could be used to follow aggregability in platelet concentrates over time and that the results predict the efficacy of platelet transfusion in an ex vivo transfusion model. In vitro platelet aggregability was assessed in apheresis and pooled buffy coat platelet concentrates (BCs) (n = 13 each) using multiple electrode aggregometry with different agonists 1, 3, 5 and 7 days after preparation. In the ex vivo transfusion model, whole blood samples from nine healthy volunteers were collected every second day. The samples were supplemented with stored platelets (+146 × 10(9) × l(-1)) from the same unit 1, 3, 5 and 7 days after preparation. Platelet aggregability was assessed in the concentrate and in the whole blood samples before and after platelet supplementation. There was a continuous reduction in in vitro platelet aggregability over time in both apheresis and pooled BCs. The same pattern was observed after ex vivo addition of apheresis and pooled BCs to whole blood samples. The best correlation between in vitro aggregability and changes in aggregation after addition was achieved with collagen as agonist (r = 0.67, p
|
|
| 8. |
- Austeng, Dordi, et al.
(författare)
-
Incidence of and risk factors for neonatal morbidity after active perinatal care : extremely preterm infants study in Sweden (EXPRESS)
- 2010
-
Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 99:7, s. 978-992
-
Tidskriftsartikel (refereegranskat)abstract
- Aims: The aim of this study was to determine the incidence of neonatal morbidity in extremely preterm infants and to identify associated risk factors. Methods: Population based study of infants born before 27 gestational weeks and admitted for neonatal intensive care in Sweden during 2004-2007. Results: Of 638 admitted infants, 141 died. Among these, life support was withdrawn in 55 infants because of anticipation of poor long-term outcome. Of 497 surviving infants, 10% developed severe intraventricular haemorrhage (IVH), 5.7% cystic periventricular leucomalacia (cPVL), 41% septicaemia and 5.8% necrotizing enterocolitis (NEC); 61% had patent ductus arteriosus (PDA) and 34% developed retinopathy of prematurity (ROP) stage >= 3. Eighty-five per cent needed mechanical ventilation and 25% developed severe bronchopulmonary dysplasia (BPD). Forty-seven per cent survived to one year of age without any severe IVH, cPVL, severe ROP, severe BPD or NEC. Tocolysis increased and prolonged mechanical ventilation decreased the chances of survival without these morbidities. Maternal smoking and higher gestational duration were associated with lower risk of severe ROP, whereas PDA and poor growth increased this risk. Conclusion: Half of the infants surviving extremely preterm birth suffered from severe neonatal morbidities. Studies on how to reduce these morbidities and on the long-term health of survivors are warranted.
|
|
| 9. |
- Axelsson, Feyza, 1989-
(författare)
-
Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Recently arrived pupils are part of the school population at schools in Sweden as well as in other European countries. In Sweden these pupils might receive study guidance support in their first language in various school subjects including science. My dissertation aims to provide insights into Swedish study guidance practices for recently arrived pupils, with a focus on science study guidance, by investigating interactions between recently arrived Turkish-speaking pupils (grades 3–9) and their tutors. My theoretical framework draws on an approach to interactions from sociocultural theory: in particular, the theoretical concepts of meaning-making and scaffolding. The data are based on observations of interactions between the pupils and their tutor from 14 study guidance sessions in seven Swedish cities. The multimodal analysis method is used to analyze video recordings of interactions. I found three different ways that tutors used scaffolding to assist their pupils’ meaning-making of science content: translations, reformulations, and questions and answers. Science content was translated, reformulated, and investigated through questions and answers through interactions in Turkish and Swedish. The tutors used Turkish and Swedish as well as other multimodal resources in study guidance interactions as a way to increase the opportunities for pupils to make meaning around various phenomena and concepts in science. The pupils showed evidence of their meaning-making by, for example, associating the science content with their personal experiences in their homeland, by recalling previous knowledge, or by joining in scientific discussions using their first language. However, not every attempt at scaffolding using translations, reformulations, and questions and answers led to successful acquisition of the desired science content. In some cases, the pupils’ opportunities to gain access to more advanced scientific discussions about scientific texts in Swedish were limited, because the discussion between pupil and tutor addressed a simplified scientific content. In some other cases, tutors made incorrect translations, reformulations and questions and answers in respect of the scientific content, something that could make the pupil’s meaning-making about science challenging.
|
|
| 10. |
- Bergh Nestlog, Ewa, et al.
(författare)
-
Disciplinary content and text structures communicated in the classroom : pathways in science lessons
- 2024
-
Ingår i: Linguistics and Education. - 0898-5898 .- 1873-1864.
-
Tidskriftsartikel (refereegranskat)abstract
- Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.
|
|
| 11. |
- Cilingir, Feyza, 1989-, et al.
(författare)
-
Meaning-making Processes in Science within a Swedish Context : The Case of Newly-arrived Turkish Pupils in Sweden
- 2020
-
Ingår i: ESERA Virtual Doctoral Network 2020. - Oxford. ; , s. 141-152
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Recently, educational institutions, especially in Europe, have received a growing number of newly-arrived pupils (Eurydice, 2019), which has attracted researchers to assess the educational attainment of these pupils. This research project hence aims to investigate meaning-making processes in the subject of Science where the learning process of newlyarrived Turkish pupils is scaffolded by their study-guidance teachers during studyguidance sessions. To outline the theoretical perspective of the research, Vygotsky’s sociocultural theory on meaning-making and scaffolding is adopted. Data was collected through the observation of newly-arrived Turkish pupils and their study guidanceteachers during the study-guidance sessions. A piece of dialogue between a studyguidance teacher and a newly-arrived pupil has been presented to indicate the challenges which arise during scaffolded interactions.
|
|
| 12. |
- Claesson, Ing-Marie, et al.
(författare)
-
Consumer satisfaction with a weight-gain intervention programme for obese pregnant women
- 2008
-
Ingår i: Midwifery. - : Elsevier. - 0266-6138 .- 1532-3099. ; 24:2, s. 163-167
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: to investigate women's attitudes and satisfaction with a weight-gain intervention programme during pregnancy.Design: exploratory, descriptive study. Data were collected via interviews.Setting: University hospital.Participants: 56 obese pregnant women who attended antenatal care at the University Hospital of Linkoping's obstetrical department and took part in an intervention programme aimed at reducing weight gain during pregnancy, between November 2003 and August 2004.Findings: the interviews comprised several questions concerning attitudes and opinions of the programme. Most of the women expressed positive experiences with the treatment and would attend the programme if they became pregnant again. Most of the women stated that they had changed their eating and exercise habits during pregnancy, and almost all of them had continued with these new habits. Even though the weight gain goal of a maximum 6.9 kg was reached by less than half of the participants, most of the women were satisfied with their weight gain. A total of 71.4% of the women participated in aqua aerobics classes. They stated that they were most satisfied with this form of exercise, and that it also was a good social experience.Key conclusions and implications for practice: a pregnant woman herself must be actively involved in setting her own goals to prevent excessive weight gain during pregnancy. Considerable effort and support must be placed on discussing strategies, pitfalls and risks. In order for the woman to maintain the change in attitude and habits, she must probably be given continuous feedback and reinforcement over the long term.
|
|
| 13. |
- Claesson, Ing-Marie, 1953-, et al.
(författare)
-
Weight gain restriction for obese pregnant women : A case-control intervention study
- 2008
-
Ingår i: British Journal of Obstetrics and Gynecology. - : Wiley. - 1470-0328 .- 1471-0528. ; 115:1, s. 44-50
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: To minimise obese women's total weight gain during pregnancy to less than 7 kg and to investigate the delivery and neonatal outcome. Design: A prospective case-control intervention study. Setting: Antenatal care clinics in the southeast region of Sweden. Population: One hundred fifty-five pregnant women in an index group and one hundred ninety-three women in a control group. Methods: An intervention programme with weekly motivational talks and aqua aerobic classes for obese pregnant women. Main outcome measures: Weight gain in kilograms, delivery and neonatal outcome. Results: The index group had a significantly lower weight gain during pregnancy compared with the control group (P < 0.001). The women in the index group weighed less at the postnatal check-up compared with the weight registered in early pregnancy (P < 0.001). The percentage of women in the index group who gained less than 7 kg was greater than that of women in the control group who gained less than 7 kg (P = 0.003). The percentage of nulliparous women in this group was greater than that in the control group (P = 0.018). In addition, the women in the index group had a significantly lower body mass index at the postnatal check-up, compared with the control group (P < 0.001). There were no differences between the index group and the control group regarding birthweight, gestational age and mode of delivery. Conclusion: The intervention programme was effective in controlling weight gain during pregnancy and did not affect delivery or neonatal outcome.
|
|
| 14. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
-
Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
-
Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
-
Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
|
|
| 15. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
-
Representations of science content in a primary classroom : Combining long and short timescales for multimodal analysis
- 2023
-
Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 107:6, s. 1561-1592
-
Tidskriftsartikel (refereegranskat)abstract
- This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studieshave been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social‐semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small‐group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’meaning‐making about the science content.
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
- Eketjäll, Susanna, et al.
(författare)
-
AZD3293: A Novel, Orally Active BACE1 Inhibitor with High Potency and Permeability and Markedly Slow Off-Rate Kinetics
- 2016
-
Ingår i: Journal of Alzheimer's Disease. - 1387-2877 .- 1875-8908. ; 50:4, s. 1109-1123
-
Tidskriftsartikel (refereegranskat)abstract
- A growing body of pathological, biomarker, genetic, and mechanistic data suggests that amyloid accumulation, as a result of changes in production, processing, and/or clearance of brain amyloid-beta peptide (A beta) concentrations, plays a key role in the pathogenesis of Alzheimer's disease (AD). Beta-secretase 1 (BACE1) mediates the first step in the processing of amyloid-beta protein precursor (A beta PP) to A beta peptides, with the soluble N terminal fragment of A beta PP (sA beta PP beta) as a direct product, and BACE1 inhibition is an attractive target for therapeutic intervention to reduce the production of A beta. Here, we report the in vitro and in vivo pharmacological profile of AZD3293, a potent, highly permeable, orally active, blood-brain barrier (BBB) penetrating, BACE1 inhibitor with unique slow off-rate kinetics. The in vitro potency of AZD3293 was demonstrated in several cellular models, including primary cortical neurons. In vivo in mice, guinea pigs, and dogs, AZD3293 displayed significant dose-and time-dependent reductions in plasma, cerebrospinal fluid, and brain concentrations of A beta(40), A beta(42), and sA beta PP beta. The in vitro potency of AZD3293 in mouse and guinea pig primary cortical neuronal cells was correlated to the in vivo potency expressed as free AZD3293 concentrations in mouse and guinea pig brains. In mice and dogs, the slow off-rate from BACE1 may have translated into a prolongation of the observed effect beyond the turnover rate of A beta. The preclinical data strongly support the clinical development of AZD3293, and patients with AD are currently being recruited into a combined Phase 2/3 study to test the disease-modifying properties of AZD3293.
|
|
| 19. |
- Fellman, Vineta, et al.
(författare)
-
One-year survival of extremely preterm infants after active perinatal care in Sweden.
- 2009
-
Ingår i: JAMA : the journal of the American Medical Association. - : American Medical Association (AMA). - 1538-3598 .- 0098-7484. ; 301:21, s. 2225-33
-
Tidskriftsartikel (refereegranskat)abstract
- Up-to-date information on infant survival after extremely preterm birth is needed for assessing perinatal care services, clinical guidelines, and parental counseling.
|
|
| 20. |
- Forsberg, Anton, et al.
(författare)
-
Low background and high contrast PET imaging of amyloid-β with [11C]AZD2995 and [11C]AZD2184 in Alzheimer's disease patients
- 2013
-
Ingår i: European Journal of Nuclear Medicine and Molecular Imaging. - : Springer-Verlag New York. - 1619-7070 .- 1619-7089. ; 40:4, s. 580-593
-
Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The aim of this study was to evaluate AZD2995 side by side with AZD2184 as novel PET radioligands for imaging of amyloid-β in Alzheimer's disease (AD).METHODS: In vitro binding of tritium-labelled AZD2995 and AZD2184 was studied and compared with that of the established amyloid-β PET radioligand PIB. Subsequently, a first-in-human in vivo PET study was performed using [(11)C]AZD2995 and [(11)C]AZD2184 in three healthy control subjects and seven AD patients.RESULTS: AZD2995, AZD2184 and PIB were found to share the same binding site to amyloid-β. [(3)H]AZD2995 had the highest signal-to-background ratio in brain tissue from patients with AD as well as in transgenic mice. However, [(11)C]AZD2184 had superior imaging properties in PET, as shown by larger effect sizes comparing binding potential values in cortical regions of AD patients and healthy controls. Nevertheless, probably due to a lower amount of nonspecific binding, the group separation of the distribution volume ratio values of [(11)C]AZD2995 was greater in areas with lower amyloid-β load, e.g. the hippocampus.CONCLUSION: Both AZD2995 and AZD2184 detect amyloid-β with high affinity and specificity and also display a lower degree of nonspecific binding than that reported for PIB. Overall [(11)C]AZD2184 seems to be an amyloid-β radioligand with higher uptake and better group separation when compared to [(11)C]AZD2995. However, the very low nonspecific binding of [(11)C]AZD2995 makes this radioligand potentially interesting as a tool to study minute levels of amyloid-β. This sensitivity may be important in investigating, for example, early prodromal stages of AD or in the longitudinal study of a disease modifying therapy.
|
|
| 21. |
- Grothérus, Annika, 1972-, et al.
(författare)
-
Formative Scaffolding : how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation
- 2018
-
Ingår i: Educational action research. - : Taylor & Francis Group. - 0965-0792 .- 1747-5074. ; 27:5, s. 667-690
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students’ self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change.
|
|
| 22. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Conclusions and future outlook
- 2022
-
Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 205-210
-
Bokkapitel (refereegranskat)abstract
- The aim of this book project was to bring together international educators, researchers and practitioners on the use of Thermal Cameras in Science Education. The outcome was a collection of chapters describing the physics behind thermal cameras, empirical studies on their use in educational settings, and examples of their practical use for teaching.
|
|
| 23. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Confronting conceptual challenges in thermodynamics by use of self-generated analogies
- 2014
-
Ingår i: Science & Education. - : Springer Netherlands. - 0926-7220 .- 1573-1901. ; 23:7, s. 1505-1529
-
Tidskriftsartikel (refereegranskat)abstract
- Use of self-generated analogies has been proposed as a method for students to learn about a new subject by reference to what they previously know, in line with a constructivist perspective on learning and a resource perspective on conceptual change. We report on a group exercise on using completion problems in combination with self-generated analogies to make sense of two thermodynamic processes. The participants (N = 8) were preservice physics teacher students at the fourth year of the teacher education program. The students experienced challenges in accounting for the constant entropy in reversible, adiabatic expansion of an ideal gas and the constant temperature in free, adiabatic expansion of an ideal gas. These challenges were found to be grounded in the students’ intuitive understanding of the phenomena. In order to come to terms with the constant entropy in the first process, the students developed idiosyncratic explanations, but these could by properly adjusted given suitable scaffolding. In contrast, the students by themselves managed to make sense of the constant temperature in free expansion, by use of microscopic explanatory models. As a conclusion, self-generated analogies were found to provide a useful approach to identifying challenges to understanding among students, but also for the students to come to terms with these challenges. The results are discussed against a background of different perspectives on the issue of conceptual change in science education.
|
|
| 24. |
- Haglund, Jesper, et al.
(författare)
-
Different Senses of Entropy-Implications for Education
- 2010
-
Ingår i: ENTROPY. - : MDPI AG. - 1099-4300. ; 12:3, s. 490-515
-
Tidskriftsartikel (refereegranskat)abstract
- A challenge in the teaching of entropy is that the word has several different senses, which may provide an obstacle for communication. This study identifies five distinct senses of the word entropy, using the Principled Polysemy approach from the field of linguistics. A semantic network is developed of how the senses are related, using text excerpts from dictionaries, text books and text corpora. Educational challenges such as the existence of several formal senses of entropy and the intermediary position of entropy as disorder along the formal/non-formal scale are presented using a two-Dimensional Semiotic/semantic Analysing Schema (2-D SAS).
|
|
| 25. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Energy Theater as an example of embodied physics teaching
- 2024
-
Konferensbidrag (refereegranskat)abstract
- Energy Theater has been developed by Rachel Scherr and colleagues at Seattle Pacific University (Daane et al., 2014; Scherr et al., 2013). It provides an embodied approach to physics education, in which groups of participants choreograph and jointly enact energy transfer and transformations involved in different physical scenarios, such as a bouncing ball (see Figure 1). Each participant represents a unit of energy, forms of energy are symbolised by different gestures that the participants come to agree on, and the energy flow from object to object is enacted by participants’ movement between rings of rope on the floor. The physical constraint that there is a fixed number of participants means that energy conservation is built into the rules. Energy Theater has been brought forward as an example of physics teaching that involves an interactionist sense of embodiment (Kersting et al., 2021). We have found Energy Theater a valuable tool in the teaching of energy both in primary school teacher education (Andersson & Haglund, 2018) and in preschool teacher education (Jeppsson & Frejd, 2018) in Sweden. In the workshop, we introduce Energy Theater as a practical example of embodied physics teaching by inviting participants to enact different physical scenarios, and discuss how the approach may foster learning of physics.
|
|
| 26. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Infrared cameras in science education
- 2016
-
Ingår i: Infrared Physics & Technology. - : Elsevier BV. - 1350-4495 .- 1879-0275. ; 75, s. 150-152
-
Tidskriftsartikel (refereegranskat)abstract
- Infrared cameras can be used in science education. The technology suits open-ended thermodynamics laboratory exercises in higher education. School children engage in instant inquiry of thermal phenomena.
|
|
| 27. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Inledning
- 2013. - 1
-
Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning. - Lund : Studentlitteratur. - 9789144090009 ; , s. 13-38
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inneboende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.Antologin vänder sig främst till blivande och verksamma lärare i naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.
|
|
| 28. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Introduction
- 2022
-
Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 1-3
-
Bokkapitel (refereegranskat)abstract
- Studying thermal phenomena involves exploring physical processes beyond what we can see. Central concepts in thermal science, such as energy, heat and temperature are not visible to the naked eye. These concepts permeate physics, chemistry, and biology as scientific areas of study, but also teaching of the corresponding subjects at multiple levels of education. As witnessed in the educational research literature through decades, learning thermal concepts continues to be a significant obstacle in science teaching across the world.
|
|
| 29. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Introduction
- 2022
-
Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 1-3
-
Bokkapitel (refereegranskat)abstract
- Studying thermal phenomena involves exploring physical processes beyond what we can see. Central concepts in thermal science, such as energy, heat and temperature are not visible to the naked eye. These concepts permeate physics, chemistry, and biology as scientific areas of study, but also teaching of the corresponding subjects at multiple levels of education. As witnessed in the educational research literature through decades, learning thermal concepts continues to be a significant obstacle in science teaching across the world.
|
|
| 30. |
|
|
| 31. |
- Haglund, Jesper, et al.
(författare)
-
Primary school childrens´s ideas of mixing and heat as expressed in a classroom setting
- 2014
-
Ingår i: Journal of Baltic Science Education. - 1648-3898 .- 2538-7138. ; 13:5, s. 726-739
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates primary school children’s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children’s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children’s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children’s ideas through a combination of data collection techniques in a classroom setting are reflected upon
|
|
| 32. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Students’ framing of laboratory exercises using infrared cameras
- 2015
-
Ingår i: Physical Review Special Topics. - : AMER PHYSICAL SOC. - 1554-9178. ; 11:2
-
Tidskriftsartikel (refereegranskat)abstract
- Thermal science is challenging for students due to its largely imperceptible nature. Handheld infraredcameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In thepresent study, a class of upper secondary technology students (N = 30) partook in four IR-cameralaboratory activities, designed around the predict-observe-explain approach of White and Gunstone. Theactivities involved central thermal concepts that focused on heat conduction and dissipative processes suchas friction and collisions. Students’ interactions within each activity were videotaped and the analysisfocuses on how a purposefully selected group of three students engaged with the exercises. As the basis foran interpretative study, a “thick” narrative description of the students’ epistemological and conceptualframing of the exercises and how they took advantage of the disciplinary affordance of IR cameras in thethermal domain is provided. Findings include that the students largely shared their conceptual framing ofthe four activities, but differed among themselves in their epistemological framing, for instance, in how farthey found it relevant to digress from the laboratory instructions when inquiring into thermal phenomena.In conclusion, the study unveils the disciplinary affordances of infrared cameras, in the sense of their use inproviding access to knowledge about macroscopic thermal science.
|
|
| 33. |
- Haglund, Jesper, et al.
(författare)
-
Taking advantage of the "Big Mo" : Momentum in everyday english and swedish and in physics teaching
- 2015
-
Ingår i: Research in science education. - : Springer Netherlands. - 0157-244X .- 1573-1898. ; 45:3, s. 345-365
-
Tidskriftsartikel (refereegranskat)abstract
- Science education research suggests that our everyday intuitions of motion and interaction of physical objects fit well with how physicists use the term “momentum”. Corpus linguistics provides an easily accessible approach to study language in different domains, including everyday language. Analysis of language samples from English text corpora reveals a trend of increasing metaphorical use of “momentum” in non-science domains, and through conceptual metaphor analysis, we show that the use of the word in everyday language, as opposed to for instance “force”, is largely adequate from a physics point of view. In addition, “momentum” has recently been borrowed into Swedish as a metaphor in domains such as sports, politics and finance, with meanings similar to those in physics. As an implication for educational practice, we find support for the suggestion to introduce the term “momentum” to English-speaking pupils at an earlier age than what is typically done in the educational system today, thereby capitalising on their intuitions and experiences of everyday language. For Swedish-speaking pupils, and possibly also relevant to other languages, the parallel between “momentum” and the corresponding physics term in the students’ mother tongue could be made explicit.
|
|
| 34. |
- Haglund, Jesper, et al.
(författare)
-
Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry
- 2016
-
Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 46:5, s. 685-713
-
Tidskriftsartikel (refereegranskat)abstract
- Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.
|
|
| 35. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Thermal cameras in school laboratory activities
- 2015
-
Ingår i: Physics Education. - : Institute of Physics (IOP). - 0031-9120 .- 1361-6552. ; 50:4, s. 424-430
-
Tidskriftsartikel (refereegranskat)abstract
- Thermal cameras offer real-time visual access to otherwise invisible thermal phenomena, which are conceptually demanding for learners during traditional teaching. We present three studies of students’ conduction of laboratory activities that employ thermal cameras to teach challenging thermal concepts in grades 4, 7 and 10–12. Visualization of heat-related phenomena in combination with predict-observe-explain experiments offers students and teachers a pedagogically powerful means for unveiling abstract yet fundamental physics concepts.
|
|
| 36. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Thermal imaging supports the learning and teaching of thermodynamics
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Central concepts in the teaching of thermal science, such as heat and temperature, are abstract in the sense that we cannot directly see how they are manifested in nature. In learning about thermal phenomena, we rely largely on our sense of touch to assess the perceived hotness or coldness of objects, and tend to believe – misleadingly – that our sense of touch is a dependable thermometer. Accordingly, science education research has found thermal concepts to be challenging for students to grasp. In taking on this conceptual challenge, we have initiated a research programme, in which we explore how hand-held infrared (IR) cameras can support students’ understanding of thermal phenomena, by making the invisible visible. We have developed laboratory exercises involving IR cameras for different levels of physics education, based on a predict, observe and explain (POE) approach. In a pilot study, 7th graders were invited to experience the sensation that metal feels colder than wood at room temperature, and see heat convection through a sheet-metal knife when they held it for two minutes. In a subsequent study, as part of a storyline, two classes of 4th graders were introduced to a heat-flow model and interacted with four laboratory stations, relating to heat and thermal insulation. Furthermore, in a study that broadened the scope to mechanics at the upper secondary level, students were asked to explain the increased temperature due to friction between an eraser and a table, or as a large metal ball fell onto asphalt. In all contexts to date, IR cameras – basically interactive thermal looking glasses – have been found to be an engaging, easy-to use technology. In particular, they invite ‘instant inquiry’ of thermal phenomena, and stimulate the adoption of a macroscopic heat-flow model. Further development of IR-camera supported laboratory exercises for university teaching is under way.
|
|
| 37. |
- Haglund, Jesper, et al.
(författare)
-
Using self-generated analogies in teaching of thermodynamics
- 2012
-
Ingår i: Journal of Research in Science Teaching. - : John Wiley & Sons. - 0022-4308 .- 1098-2736. ; 49:7, s. 898-921
-
Tidskriftsartikel (refereegranskat)abstract
- Using self-generated analogies has been proposed as a method in a constructivist tradition for students to learn about a new subject, by use of what they previously know. We report on a group exercise on using self-generated analogies to make sense of two thermodynamic processes, reversible adiabatic expansion and free adiabatic expansion of an ideal gas. The participants (N = 8) were physics preservice teacher students at the fourth year of the teacher education program. A main finding was that work with self-generated analogies tended to be accompanied by the students assuming ownership for their learning, manifested in terms of actions of choice and control and the use of exploratory talk. Consequently, several self-generated analogies were elaborated and developed to a high-order relational structure. However, we also found that with the use of self-generated analogies in science teaching follows the risks of developing idiosyncratic explanations of the encountered phenomena or getting stuck in overly complex comparisons.
|
|
| 38. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Värmekameror gör det osynliga synligt
- 2014
-
Ingår i: Venue. - 2001-788X.
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Med hjälp av värmekameror framträder lejonen på Serengeti tydligt på kilometers håll i natten på BBC:s senaste filmer och läckande fjärrvärmeledningar kan numera upptäckas från helikopter. Det kan låta som science fiction, men den snabba teknikutvecklingen inom detta område gör att vi nu kan ”göra det osynliga synligt” även i det naturvetenskapliga klassrummet.
|
|
| 39. |
- Haglund, Jesper, 1973-, et al.
(författare)
-
Värmekameror hjälper elever se naturfenomen
- 2015
-
Ingår i: LMNT-nytt. - 1402-0041. ; :1, s. 18-21
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Med hjälp av en handhållen värmekamera kan elever se hur värme leds genom metall, och hur andra material som trä eller plast isolerar. På samma sätt kan de se värmeutvecklingen då ett suddgummi dras mot ett bord eller ett bouleklot slår i marken. Den här typen av fenomen har vi ofta sopat under mattan i undervisningen, eller förklarat i termer av ”värmeförluster”, utan att kunna ge egentliga belägg. Med andra ord, värmekameror gör det möjligt för elever att se fenomen som annars är osynliga.
|
|
| 40. |
- Haglund, Jesper, et al.
(författare)
-
Young children's analogical reasoning in science domains
- 2012
-
Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 96:4, s. 725-756
-
Tidskriftsartikel (refereegranskat)abstract
- This exploratory study in a classroom setting investigates first graders (age 78 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at making analogical comparisons between known objects provided by a researcher and that some of the children could come up with their own analogies for the abstract natural phenomena with which they interacted. The use of full-class and small-group settings, shared laboratory experiences of the phenomena and childrens drawings as different kinds of scaffolding was found to be helpful for the childrens analogical reasoning. As an implication for science education, self-generated analogies are put forward as a potential learning tool within a constructivist approach to education.
|
|
| 41. |
- Hedberg, David, et al.
(författare)
-
Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet
- 2015
-
Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 11:1, s. 102-117
-
Tidskriftsartikel (refereegranskat)abstract
- Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concrete embodied experiences has been recognised. The textbook plays a central role in upper secondary teaching, as it is, together with the teacher, a source of knowledge for the students. We have analysed the use of analogies, and explicit and implicit metaphors in two Swedish upper secondary chemistry textbook, and interviewed two of the authors of the textbooks. Abstract states and processes were found to be construed by means of the Object-Event and Location-Event Structure metaphors. Explicit metaphors and analogies were presented, but the comparisons were not always elaborated sufficiently in order to guide the students’ interpretations and avoid possible misunderstandings.
|
|
| 42. |
- Jeppsson, Fredrik, 1978-
(författare)
-
Begreppsliga metaforer i studenters dialog
- 2013. - 1
-
Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning. - Lund : Studentlitteratur AB. - 9789144090009 ; , s. 155-166
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inneboende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.Antologin vänder sig främst till blivande och verksamma lärare i naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.
|
|
| 43. |
- Jeppsson, Fredrik, 1975-
(författare)
-
Characterization of Diagnostic Tools and Potential Treatments for Alzheimer’s Disease : PET ligands and BACE1 inhibitors
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Alzheimer’s disease (AD) is a very complex disorder and the most common form of dementia. The two pathological hallmarks of AD are extracellular amyloid-β (Aβ) plaques in cerebral cortex, and intraneuronal neurofibrillary tangles. In the early stages of the disease it can be difficult to accurately diagnose AD, as it is difficult to distinguish from normal signs of aging. There is thus a need for sensitive non-invasive tools, able to detect pathophysiological biomarker changes. One such approach is molecular imaging of Aβ plaque load in brain, using PET (positron emission tomography) ligands.We have developed and characterized two novel Aβ plaque neuroimaging PET ligands, AZD2184 and AZD4694. The 2-pyridylbenzothiazole derivate AZD2184, is a 11C-labeled PET ligand with a higher signal-to-background ratio compared to the widely used PET ligand PIB, a 11C-labeled phenylbenzothiazole based tool. This makes it possible to detect smaller changes in Aβ plaque deposition load, and therefore theoretically, also earlier diagnosis. A drawback with 11C-labeled PET ligands is the relatively short half-life. To meet the need for PET ligands with a longer half-life, we developed the pyridylbenzofuran derivate [18F]AZD4694. Although development of fluorinated radioligands is challenging due to the lipophilic nature of aromatic fluorine, we successfully developed a 18F-labeled PET ligand with a signal-to-background ratio matching PIB, the most widely used 11C-labeled PET ligand in clinical use. 3H-labeled derivates of AZD2184, AZD4694, and PIB, showed lower binding specificity towards Aβ plaques containing ApoE. The ApoE genotype per se did not significantly affect ligand binding, instead, the amount of ApoE incorporated to the Aβ plaques appears to be of importance for the binding characteristics of these amyloid PET ligands.Beta-secretase 1 (BACE1) mediates the first step in the processing of amyloid precursor protein (APP) to Aβ peptides, making BACE1 inhibition an attractive therapeutic target in AD. We developed and characterized three novel BACE1 inhibitors, AZD3839, AZ-4217, and AZD3293. AZD3839 and AZ-4217 contains an amidine group which interacts with the catalytic aspartases Asp-32 and Asp-228 of BACE1, effectively inhibiting the enzyme. All three compounds are potent and selective inhibitors of human BACE1, with in vitro potency demonstrated in several cellular models, including primary cortical neurons. All three compound exhibited dose- and time-dependent lowering of plasma, brain, and cerebrospinal fluid Aβ levels in several species, and two of the compounds (AZD3839 and AZD3293) were progressed into clinical trials.
|
|
| 44. |
- Jeppsson, Fredrik, et al.
(författare)
-
COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK
- 2010
-
Ingår i: JOURNAL OF BALTIC SCIENCE EDUCATION. - : SCI METHODICAL CTR-SCI EDUCOLOGICA, DONELAICIO ST 29, SIAULIAI, LT-78115, LITHUANIA. - 1648-3898. ; 9:3, s. 224-236
-
Tidskriftsartikel (refereegranskat)abstract
- The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermodynamic system. The aim is to find out the variation of comprehension of temperature in the task solving process. Data is gathered by interviews based on the thinking aloud method. The interviews were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.
|
|
| 45. |
- Jeppsson, Fredrik
(författare)
-
Conceptual metaphors in learning and teaching entropy : adopting a cognitive semantic approach in science education research
- 2012
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the last 20 years there has been an extensive amount of research on science learning conducted from a “knowledge-in-pieces” or “resources” perspective. One of the main goals of that research has been to identify and characterize available cognitive knowledge resources that can be productive components of scientific understanding. In relation to characterizing available knowledge resources, the research, adopting the resource perspective, has focused on finding out and describing the continuity between the novice/learner and expert in various scientific domains. However, even though there exists an extensive amount of studies with a clear focus on characterizing available cognitive knowledge resources, research with a special focus on the role of language in relation to thermodynamics adopting a resource perspective is limited. In this thesis, on the one hand I describe challenges that can be related to language and, on the other hand, I identify possible available resources in the form of conceptual metaphors. Based on the results from the first two papers included in this thesis I show, among other things, the ambiguity of the physical concept of entropy. Furthermore, the result of paper two also highlights that there is an ambiguity in the words used as source domain words for metaphors that include entropy. For instance, source domain words such as ‘disorder’ in the metaphor ‘entropy is disorder’ turn out not to be as unambiguous as one might first think. In addition, in papers three and four, I highlight how very experienced people construe entropy in both written text and in a problem-solving situation based on textbook analyses and interviews. The included texts for analyses, in paper three, represented university textbooks on introductory physics, chemistry and statistical mechanics. In addition, all the texts covered macroscopic and microscopic accounts (as well as links between the two) of thermodynamics. The results from the text book analyses show that there is a systematic difference between the conceptual metaphors used for macroscopic and microscopic descriptions. In addition, the largest number of conceptual metaphors was identified at the macroscopic level. The problem-solving situation, in paper four, was structured around three thermodynamic problems where two PhD students worked together in pairs while they solved the three tasks. In addition, the problem-solving situation was captured by use of audio and video recordings. From the problem-solving situation I show, among other things, that a single conceptual metaphor was used in a sustained way to ground reasoning and, in addition, a number of conceptual metaphors were coordinated with each other and with other symbolic forms in a coherent way. In sum, the results of this thesis indicate that adopting tools from other disciplines, such as cognitive linguistics, may contribute to the field of science education.
|
|
| 46. |
|
|
| 47. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
-
Estetiska lärprocesser
- 2018
-
Ingår i: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. - Stockholm : Natur och kultur. - 9789127823617 ; , s. 26-38
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 48. |
- Jeppsson, Fredrik, et al.
(författare)
-
Exploiting languages in teaching of entropy
- 2011
-
Ingår i: Journal of Baltic Science Education. - Lithuania : Scientific Methodical Center ”Scientia Educologica”. - 1648-3898 .- 2538-7138. ; 10:1, s. 27-35
-
Tidskriftsartikel (refereegranskat)abstract
- The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.
|
|
| 49. |
- Jeppsson, Fredrik, et al.
(författare)
-
Exploring students’ embodied engagement in physics teaching through diverse analytical lenses
- 2024
-
Konferensbidrag (refereegranskat)abstract
- In science education research, there is a growing body of studies focusing on the role of embodied experiences and multiple representations in pupils’ learning. In this study, we present findings from a re-analysis of data using different theoretical and methodological approaches drawn from embodied cognition and social semiotics. Specifically, we have re-analysed video data that involves one teacher’s work with Newtons third law (force and reaction force) in grade five (11 – 12 years) with 27 students (Danielsson, Jeppsson. Nestlog & Tang, 2023). The analysis is carried out at a clause level as the minimal unit of analysis, with embodied gestural and material manipulation accompanying the verbal transcription. To further broaden our scope, we incorporated various analytical strategies from embodied cognition (e.g., Kersting, Haglund & Steier, 2021), the social semiotic theory of multimodality (e.g., Kress, 2011), and force dynamics in language and cognition (Talmy, 1998) to explore students’ embodied engagement with the studied phenomenon from different lenses. Based on our analysis we problematize and discuss consequences for science education research and practice when video data from a science classroom is processed from different theoretical and methodological perspectives.
|
|
| 50. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
-
Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy
- 2013
-
Ingår i: The Journal of the learning sciences. - : Routledge. - 1050-8406 .- 1532-7809. ; 22:1, s. 70-120
-
Tidskriftsartikel (refereegranskat)abstract
- A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodiment and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed.
|
|
