| 1. |
- Gad, Helge, et al.
(författare)
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MTH1 inhibition eradicates cancer by preventing sanitation of the dNTP pool
- 2014
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Ingår i: Nature. - : Nature Publishing Group. - 0028-0836 .- 1476-4687. ; 508:7495, s. 215-221
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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.
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| 2. |
- Amin, Tamer, et al.
(författare)
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Arrow of time : Metaphorical construals of entropy and the second law of thermodynamics
- 2012
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 5:96, s. 818-848
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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
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| 3. |
- Axelsson, Feyza, 1989-
(författare)
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Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making
- 2023
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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.
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| 4. |
- Cilingir, Feyza, 1989-, et al.
(författare)
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Meaning-making Processes in Science within a Swedish Context : The Case of Newly-arrived Turkish Pupils in Sweden
- 2020
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Ingår i: ESERA Virtual Doctoral Network 2020. - Oxford. ; , s. 141-152
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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.
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| 5. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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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
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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.
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| 6. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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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
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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.
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| 7. |
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| 8. |
- Grothérus, Annika, 1972-, et al.
(författare)
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Formative Scaffolding : how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation
- 2018
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Ingår i: Educational action research. - : Taylor & Francis Group. - 0965-0792 .- 1747-5074. ; 27:5, s. 667-690
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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.
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| 9. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Conclusions and future outlook
- 2022
-
Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 205-210
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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.
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| 10. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Inledning
- 2013. - 1
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Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning. - Lund : Studentlitteratur. - 9789144090009 ; , s. 13-38
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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.
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| 11. |
- Haglund, Jesper, 1973-, et al.
(författare)
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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.
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| 12. |
- Haglund, Jesper, et al.
(författare)
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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
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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
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| 13. |
- Haglund, Jesper, et al.
(författare)
-
Taking advantage of the "Big Mo" : Momentum in everyday english and swedish and in physics teaching
- 2015
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Ingår i: Research in science education. - : Springer Netherlands. - 0157-244X .- 1573-1898. ; 45:3, s. 345-365
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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.
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| 14. |
- Jeppsson, Fredrik, 1978-
(författare)
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Begreppsliga metaforer i studenters dialog
- 2013. - 1
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Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning. - Lund : Studentlitteratur AB. - 9789144090009 ; , s. 155-166
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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.
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| 15. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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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)
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| 16. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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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.
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| 17. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
-
Naturvetenskap och energi
- 2018
-
Ingår i: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. - Stockholm : Natur och kultur. - 9789127823617 ; , s. 83-97
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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NO och teknik på lekfulla villkor
- 2018
-
Ingår i: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. - Stockholm : Natur och kultur. - 9789127823617 ; , s. 15-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
- 2022
-
Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:3
-
Tidskriftsartikel (refereegranskat)abstract
- Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.
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| 20. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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Sampublicering med studenter – ett sätt att stärka forskningsanknytningen i lärarutbildningen
- 2019
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Ingår i: Högre Utbildning. - Oslo, Norway : Nordic Open Access Scholarly Publishing. - 2000-7558. ; 9:1, s. 98-111
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Tidskriftsartikel (refereegranskat)abstract
- Lärarutbildningen uppmärksammas inte sällan för att dess studenter har svårt att uppnå den nivå av akademiskt skrivande som krävs, inte minst vid examensarbeten. Som kontrast till den beskrivningen vill vi lyfta fram motexempel, där lärarstudenters examensarbeten och andra skrivuppgifter har nått en sådan kvalitet att de genom samförfattande med handledare och andra medförfattare har kunnat omarbetas och publiceras som vetenskapliga artiklar eller i mer lärartillvända forum, i vårt fall inom fysikdidaktik. Samförfattande med lärarstudenter kan på så vis vara ett sätt att stärka forskningsförankringen i lärarutbildningen. Förutsättningarna för att kunna lyckas med detta diskuteras, bland annat utifrån att under lärarutbildningen gradvis låta studenterna inlemmas i en praktikgemenskap av ämnesdidaktisk forskning.
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| 21. |
-
Modeller, analogier och metaforer i naturvetenskapsundervisning
- 2013. - 1
-
Samlingsverk (redaktörskap) (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.
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| 22. |
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Naturvetenskap och teknik genom estetiska lärprocesser i förskolan
- 2018. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Varför klingar gitarrens strängar olika? Varför känns en sten kallare än trä? Har du funderat på hur du kan förklara naturvetenskapliga och tekniska fenomen på ett lekfullt sätt, så att barnen blir nyfikna och vill veta mer? I den här praktiska metodboken visar författarna hur estetiska ämnen som drama, musik och bild, kan bredda våra möjligheter att förklara och uppleva naturvetenskap och teknik. Teori varvas med praktiska exempel och övningar som integrerar ämnesområdena och lockar till samspel och lek. När kropp och sinne aktiveras i ett sådant tvärvetenskapligt arbetssätt stärks också lärprocessen, vi förstår helt enkelt och minns bättre.
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| 23. |
- Rengman, Helen, et al.
(författare)
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Den elektriska kretsen - En explorativ studie av svenska elevers uppfattningar angående den elektriska kretsen
- 2010
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 6:2, s. 173-191
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Tidskriftsartikel (refereegranskat)abstract
- This study has developed as a part of an ongoing co-operation between Taiwan, Finland and Sweden with the purpose of examining and comparing the conceptions of students of different ages concerning electric circuits. The purpose of this explorative study is to find out what conceptions Swedish students of different ages have concerning the electric circuit. The study has been accomplished by means of semi-structured interviews. Altogether nine students in the age of eleven, fifteen, seventeen and eighteen have been interviewed. The interviews have been analyzed partly from Kärrqvist’s (1985) models that students have shown regarding electric circuits. The result inter alia demonstrates that three models are to be found among the respondents corresponding to Kärrqvist’s (1985) ideas. In addition, we discovered a new model, which does not correspond to Kärrqvist’s (1985) models or any other known model in the literature. The new model has been named “kopplingsberoende modell” (connection-dependent model). Furthermore we revealed that all the respondents had the idea of a closed circuit where they often used the word wire to describe end explain the electric circuit.
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| 24. |
- Tang, Kok-Sing, et al.
(författare)
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Affordances of physical objects as a material mode of representation : A social semiotics perspective of hands-on meaning-making
- 2022
-
Ingår i: International Journal of Science Education. - : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 44:2, s. 179-200
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have previously done for other modes of representation such as speech, written text, diagram and gesture. Using social semiotics as a theoretical framework, we conceptualise physical objects as a semiotic mode with a particular affordance for making meaning that involves embodied actions and manipulation of tools. Based on a multimodal discourse analysis of numerous classroom situations, we illustrate how physical objects as a mode have four unique affordances for meaning-making in science classrooms. These affordances are: (a) enacting material interaction, (b) providing evidential meaning, (c) orientating three-dimensional spatial meaning and (d) sensitising experiential meaning. The implication of why we should use physical objects to support or value-add science meaning-making is then discussed.
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| 25. |
-
Thermal cameras in science education
- 2022. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book presents a collection of educational research and developmental efforts on the rapidly emerging use of infrared cameras and thermal imaging in science education. It provides an overview of infrared cameras in science education to date, and of the physics and technology of infrared imaging and thermography. It discusses different areas of application of infrared cameras in physics, chemistry and biology education, as well as empirical research on students’ interaction with the technology. It ends with conclusions drawn from the contributions as a whole and a formulation of forward-looking comments.
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| 26. |
- Åhman, Niclas, et al.
(författare)
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Teachers' and pupils' scientific dialogue in learning about invisible thermal phenomena
- 2020
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Ingår i: International Journal of Science Education. - : Taylor & Francis Group. - 0950-0693 .- 1464-5289. ; 42:18, s. 3116-3133
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Tidskriftsartikel (refereegranskat)abstract
- In science education research, there is a growing body of studies focusing on the role of multiple representations in pupils' learning. This study is based on a social semiotic perspective and in the analysis, there is a special focus on how the content is conveyed and how relations are created through interaction between teachers/pupils and the infrared camera and between teachers and pupils. We report the results from a pilot study involving one teacher's work with thermal phenomena in grade 6. A class of 45 primary pupils, divided in 4 groups. Overall, we describe findings from three lessons involving experiments situated in pupils' everyday experiences of thermal phenomena. In the analysis, we focus on two groups of pupils (N = 25) and data are generated from three lessons by video and audio recordings. With the help of the infrared camera, the pupils manage to represent heat as a process. The infrared camera provides a visual interface for a shared point of reference and is an important semiotic resource for stimulating verbal communication between pupils and between pupils and teachers.
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