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| 6. |
- Wikman, Susanne, 1963-, et al.
(författare)
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Emergent learning of stereochemistry during active engagement with multimodal semiotic resources.
- 2019
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Ingår i: ESERA'19, 13th Conference of European Science Education Research Association, Bologna, Italy, August 26-30.
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Konferensbidrag (refereegranskat)abstract
- In disciplinary learning classrooms, access to an intended object of learning gets constituted through the affordance of discerned disciplinary relevant aspects, which are typically distributed across several semiotic systems and their resources. This characterization means that classroom learning can fruitfully be seen as a function of getting to be able to interpret and use the meaning potential of these disciplinary-specific semiotic systems and their resources. The aim of this presentation is to use characterization as a framing to make a theoretical link to the complex system notion of emergenceas characterized for educational practices by Davis & Sumara. The data environment is interactive learning with stereochemistry molecular-structure identification exercises, which takes place during a five-week introductory level organic chemistry course. The data environment is chosen because of the appresent dynamics that the stereochemistry curriculum presents – the disciplinary relevant aspects are microscopic and thus their discernment and affordance require semiotic mediating to facilitate access to the disciplinary relevant aspects that are appresent. The analysis shows how, through semiotic transduction, students in group-work situations combine disciplinary convention with their own alternative invention to create semiotic resources that they are able to engage with in a meaningful way, both concretely and visually.
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| 9. |
- Edfors, Inger, et al.
(författare)
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University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach
- 2015
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 11:2, s. 169-179
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Tidskriftsartikel (refereegranskat)abstract
- Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part ofthis difficulty is derived from the disciplines having representations as part of their discourses. In orderto optimally support students’ meaning-making, teachers need to use representations to structure themeaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge.Using a focus group setting, we explored 43 university students’ reasoning on representationsin introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealedhow students can construct somewhat bewildered relations with disciplinary-specific representations.The students stated that they preferred familiar representations, but without asserting themeaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in theirproblem solving. We suggest that an effective representation is one that, to some degree, is familiarto the students, but at the same time is challenging and not too closely related to “the usual one”.The focus group discussions led the students to become more aware of their own and others ways ofinterpreting different representations. Furthermore, feedback from the students’ focus group discussionsenhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’representational literacy. Consequently, we posit that a focus group setting can be used in a universitycontext to promote both student meaning-making and teacher professional development in a fruitfulway.
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| 10. |
- Edfors, Inger, et al.
(författare)
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University students' reflections on representations in introductory genetics and stereochemistry
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Genetics and organic chemistry are areas of science that are regarded as difficult. Part of thisdifficulty is derived from them having representations as part of their disciplinary discourses. Inorder to optimally support students’ learning and meaning-making, teachers need to thoughtfullyuse representations to structure the learning experience in ways that open up the variation instudents’ prior knowledge. For our study, university students’ reasoning on representations ingenetics and organic chemistry was investigated using a focus group approach (8 groups, 4-8students/group). This revealed how students can construct somewhat bewildered relations withdisciplinary-specific representations. For instance, they stated that they preferred familiarrepresentations, but without asserting the meaning-making affordances of those representations.Also, the students were highly aware of the affordances in certain representations, but nonethelesschose not to use those representations in their problem solving. The focus group discussions ledthe students to become more aware of their own and others meaning-making. At the same time,feedback from the students’ focus group discussions enhanced the teacher’s awareness of thestudents’ prior knowledge and meaning-making. Consequently, we posit that a design focus groupmethodology can be fruitfully used both to promote teacher development and progression, andstudent learning.
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| 13. |
- Ek, Ulla, et al.
(författare)
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Rätt & Vett
- 2007
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Bok (övrigt vetenskapligt/konstnärligt)
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| 14. |
- Enghag, Margareta, 1952-, et al.
(författare)
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Student evaluations of themselves as disciplinary practitioners
- 2009
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Ingår i: Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) Conference, University of Leicester, Great Britain, 17-21 August.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Kahn, Fredrik, et al.
(författare)
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Heparin-Binding Protein As A Prognostic Biomarker of Sepsis and Disease Severity at The Emergency Department
- 2019
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Ingår i: Shock. - 1540-0514. ; 52:6, s. 135-135
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: Rapid and early detection of patients at risk to develop sepsis remains demanding. Heparin-binding protein (HBP) has previously demonstrated good prognostic properties in detecting organ dysfunction among patients with suspected infections. This study aimed to evaluate the plasma-levels of HBP as a prognostic biomarker for infection-induced organ dysfunction among patients seeking medical attention at the emergency department.DESIGN: Prospective, international multicenter, convenience sample study SETTING:: Four general emergency departments at academic centers in Sweden, Switzerland and Canada.PATIENTS: All emergency encounters among adults where one of the following criteria were fulfilled: a) respiratory rate >25 breaths per minute; b) heart rate >120 beats per minute; c) altered mental status; d) systolic blood pressure <100 mm Hg; e) oxygen saturation <90% without oxygen; f) oxygen saturation <93% with oxygen; g) reported oxygen saturation <90%.INTERVENTION: None MEASUREMENTS AND MAIN RESULTS:: A total of 524 ED patients were prospectively enrolled, of these 236 (45%) were eventually adjudicated to have a non-infectious disease. Three hundred forty-seven patients (66%) had or developed organ dysfunction within 72 hours, 54 patients (10%) were admitted to an intensive care unit (ICU), and 23 patients (4%) died within 72 hours. For the primary outcome, detection of infected-related organ dysfunction within 72 hours, the AUC for HBP was 0.73 (95% C.I. 0.68-0.78) among all patients and 0.82 (95% C.I. 0.76-0.87) among patients confidently adjudicated to either infection or no infection. Against the secondary outcome, infection leading to admittance to the ICU, death or a persistent high SOFA-score due to an infection (SOFA-score ≥5 at 12-24 hours) HBP had an AUC of 0.87 (95% C.I. 0.79-0.95) among all patients and 0.88 (95% C.I. 0.77-0.99) among patients confidently adjudicated to either infection or non-infection.CONCLUSIONS: Among patients at the emergency department, HBP demonstrated good prognostic and discriminatory properties in detecting the most severely ill patients with infection.
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| 16. |
- Lewin, Susanne, et al.
(författare)
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Monetite-based composite cranial implants demonstrate long-term clinical volumetric balance by concomitant bone formation and degradation
- 2021
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Ingår i: Acta Biomaterialia. - : Elsevier. - 1742-7061 .- 1878-7568. ; 128, s. 502-513
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Tidskriftsartikel (refereegranskat)abstract
- The use of calcium phosphates (CaPs) as synthetic bone substitutes should ideally result in a volumetric balance with concomitant bone formation and degradation. Clinical data on such properties is nevertheless lacking, especially for monetite-based CaPs. However, a monetite-based composite implant has recently shown promising cranial reconstructions, with both CaP degradation and bone formation. In this study, the volumetric change at the implant site was quantified longitudinally by clinical computed tomography (CT). The retrospective CT datasets had been acquired postoperatively ( n = 10), in 1-year ( n = 9) and 3-year ( n = 5) follow-ups. In the 1-year follow-up, the total volumetric change at the implant site was-8 +/- 8%. A volumetric increase (bone formation) was found in the implant-bone interface, and a volumetric decrease was observed in the central region (CaP degradation). In the subjects with 2-or 3-year follow-ups, the rate of volumetric decrease slowed down or plateaued. The reported degradation rate is lower than previous clinical studies on monetite, likely due to the presence of pyrophosphate in the monetite-based CaP-formulation. A 31-months retrieval specimen analysis demonstrated that parts of the CaP had been remodeled into bone. The CaP phase composition remained stable, with 6% transformation into hydroxyapatite. In conclusion, this study demonstrates successful bone-bonding between the CaP-material and the recipient bone, as well as a long-term volumetric balance in cranial defects repaired with the monetitebased composite implant, which motivates further clinical use. The developed methods could be used in future studies for correlating spatiotemporal information regarding bone regeneration and CaP degradation to e.g. patient demographics. Statement of significance In bone defect reconstructions, the use of calcium phosphate (CaP) bioceramics ideally results in a volumetric balance between bone formation and CaP degradation. Clinical data on the volumetric balance is nevertheless lacking, especially for monetite-based CaPs. Here, this concept is investigated for a composite cranial implant. The implant volumes were quantified from clinical CT-data: postoperatively, one year and three years postoperatively. In total,-8 +/- 8% ( n = 9) volumetric change was observed after one year. But the change plateaued, with only 2% additional decrease at the 3-year follow-up ( n = 5), indicating a lower CaP degradation rate. Osseointegration was seen at the bone-implant interface, with a 9 +/- 7% volumetric change after one year. This study presented the first quantitative spatiotemporal CT analysis of monetite-based CaPs.
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| 19. |
- Linder, Cedric, 1954-, et al.
(författare)
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Towards modelling formal learning in terms of the multimodal emergence of transduction.
- 2017
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Konferensbidrag (refereegranskat)abstract
- Disciplinary learning is a multimodal endeavour that calls for achieving representational competency (Linder et al 2014), which is constituted from the coordination of disciplinary semiotic resources (Airey & Linder, in press). Examples of these semiotic resources for disciplines such as physics and chemistry are mathematics, graphs, gestures, diagrams and language. The effective learning of complex subjects such as these presents many unsolved challenges. In order to begin working towards solving these challenges much still needs to be done to deepen our understanding of how such disciplinary learning takes place. Taking the idea that formal learning is made possible through experiencing specific patterns of variation (Marton 2015), we will use our analysis of student-engagement data to present a case for seeing complex learning in terms of the multimodal emergence (Davis & Sumara, 2006) of transduction (Kress, 2010). We use these results to propose a model of disciplinary learning that characterizes the multimodal emergence of transduction in terms of the start of a journey towards achieving fluency in a critical constellation of semiotic resources (Airey & Linder 2009; in press) for a given object of learning.ReferencesAirey, J. & Linder, C. (in press) Social Semiotics in University Physics Education, in Treagust, D., Duit R., Fischer, H. (eds) Multiple Representations in Physics Education: Springer.Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.Kress G. 2010. Multimodality. A Social Semiotic Approach to Contemporary Communication. London: Routledge.Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching and research: Erlbaum.Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 242-252. Marton, F. (2015). Necessary Conditions of learning: Routledge
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| 20. |
- Patron, Emelie
(författare)
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Exploring the role that visual representations play when teaching and learning chemical bonding : An approach built on social semiotics and phenomenography
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, I explore the role that visual representations play in the teaching and learning of chemistry, using chemical bonding as a particular case. I do this in a novel way by drawing on a combination of social semiotics and phenomenography. This combination allowed me to explore both the “what” and the “how” of teaching and learning with regards to the visual representations used. And, by exploring the three interconnected dimensions that constitute the phenomenographic concept of the object of learning – the intended, enacted and lived object of learning, I am able to provide a more extensive understanding of the role visual representations play in chemistry education.The empirical context is the Swedish upper secondary school chemistry classroom. I conducted interviews with teachers and students to explore their views of the role visual representations play in the teaching and learning of chemistry. When observing and recording teachers’ lessons of intermolecular forces I also explored their unpacking of visual representations. I found that chemistry teachers do not always explicitly reflect on their use and selection of visual representations. The teachers’ limited reasoning in this regard presents a strong case for increasing the focus on visual communication in chemistry teacher education and in teacher development programmes in order to improve teachers’ visual representational practices. Furthermore, I found that visual representations can be unpacked in five qualitatively different ways when teaching intermolecular forces. These ways of unpacking can be arranged hierarchically, based on their perceived complexity from a student perspective. Two of these ways of unpacking are teacher-centered, whilst the other three are student-centered. The hierarchy suggest that teachers should reason not only about what visual representations they should use, but also how they should unpack them in order to maximise the possibilities for their students’ meaning-making. The analysis of the students’ interviews confirmed that if teachers are going to open up learning possibilities, then they need to unpack visual representations in student-centered ways. However, a key issue from a student perspective is that the teacher should also reflect on how to verbally guide the students through this process of unpacking.
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| 21. |
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| 22. |
- Patron, Emelie, et al.
(författare)
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Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
- 2021
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 105:6, s. 1173-1201
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Tidskriftsartikel (refereegranskat)abstract
- Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs.
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| 23. |
- Patron, Emelie, et al.
(författare)
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Teachers' reasoning : Classroom visual representational practices in the context of introductory chemical bonding
- 2017
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 101:6, s. 887-906
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Tidskriftsartikel (refereegranskat)abstract
- Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers' reasoning about their classroom visual representational practices. The results suggest that the teachers' reasoning tended to be limited. However, the teachers' pay attention to the meaning-making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.
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| 26. |
- Volkwyn, Trevor, 1969-, et al.
(författare)
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Towards modelling formal learning in terms of the multimodal emergence of transduction.
- 2017
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Konferensbidrag (refereegranskat)abstract
- Disciplinary learning is a multimodal endeavour that calls for achieving representational competency (Linder et al 2014), which is constituted from the coordination of disciplinary semiotic resources (Airey & Linder, in press). Examples of these semiotic resources for disciplines such as physics and chemistry are mathematics, graphs, gestures, diagrams and language. The effective learning of complex subjects such as these presents many unsolved challenges. In order to begin working towards solving these challenges much still needs to be done to deepen our understanding of how such disciplinary learning takes place. Taking the idea that formal learning is made possible through experiencing specific patterns of variation (Marton 2015), we will use our analysis of student-engagement data to present a case for seeing complex learning in terms of the multimodal emergence (Davis & Sumara, 2006) of transduction (Kress, 2010). We use these results to propose a model of disciplinary learning that characterizes the multimodal emergence of transduction in terms of the start of a journey towards achieving fluency in a critical constellation of semiotic resources (Airey & Linder 2009; in press) for a given object of learning.
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| 27. |
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