| 1. |
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| 2. |
- Borgmästars, Emmy, et al.
(författare)
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Metabolomics for early pancreatic cancer detection in plasma samples from a Swedish prospective population-based biobank
- 2024
-
Ingår i: Journal of Gastrointestinal Oncology. - : AME Publishing Company. - 2078-6891 .- 2219-679X. ; 15:2, s. 755-767
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Tidskriftsartikel (refereegranskat)abstract
- Background: Pancreatic ductal adenocarcinoma (pancreatic cancer) is often detected at late stages resulting in poor overall survival. To improve survival, more patients need to be diagnosed early when curative surgery is feasible. We aimed to identify circulating metabolites that could be used as early pancreatic cancer biomarkers.Methods: We performed metabolomics by liquid and gas chromatography-mass spectrometry in plasma samples from 82 future pancreatic cancer patients and 82 matched healthy controls within the Northern Sweden Health and Disease Study (NSHDS). Logistic regression was used to assess univariate associations between metabolites and pancreatic cancer risk. Least absolute shrinkage and selection operator (LASSO) logistic regression was used to design a metabolite-based risk score. We used receiver operating characteristic (ROC) analyses to assess the discriminative performance of the metabolite-based risk score.Results: Among twelve risk-associated metabolites with a nominal P value <0.05, we defined a risk score of three metabolites [indoleacetate, 3-hydroxydecanoate (10:0-OH), and retention index (RI): 2,745.4] using LASSO. A logistic regression model containing these three metabolites, age, sex, body mass index (BMI), smoking status, sample date, fasting status, and carbohydrate antigen 19-9 (CA 19-9) yielded an internal area under curve (AUC) of 0.784 [95% confidence interval (CI): 0.714–0.854] compared to 0.681 (95% CI: 0.597–0.764) for a model without these metabolites (P value =0.007). Seventeen metabolites were significantly associated with pancreatic cancer survival [false discovery rate (FDR) <0.1].Conclusions: Indoleacetate, 3-hydroxydecanoate (10:0-OH), and RI: 2,745.4 were identified as the top candidate biomarkers for early detection. However, continued efforts are warranted to determine the usefulness of these metabolites as early pancreatic cancer biomarkers.
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| 3. |
- Borgmästars, Emmy, et al.
(författare)
-
Metabolomics for early pancreatic cancer detection in plasma samples from a Swedish prospective population-based biobank
- 2024
-
Ingår i: Journal of Gastrointestinal Oncology. - : AME Publishing Company. - 2078-6891 .- 2219-679X. ; 15:2, s. 755-767
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Pancreatic ductal adenocarcinoma (pancreatic cancer) is often detected at late stages resulting in poor overall survival. To improve survival, more patients need to be diagnosed early when curative surgery is feasible. We aimed to identify circulating metabolites that could be used as early pancreatic cancer biomarkers.Methods: We performed metabolomics by liquid and gas chromatography-mass spectrometry in plasma samples from 82 future pancreatic cancer patients and 82 matched healthy controls within the Northern Sweden Health and Disease Study (NSHDS). Logistic regression was used to assess univariate associations between metabolites and pancreatic cancer risk. Least absolute shrinkage and selection operator (LASSO) logistic regression was used to design a metabolite-based risk score. We used receiver operating characteristic (ROC) analyses to assess the discriminative performance of the metabolite-based risk score.Results: Among twelve risk-associated metabolites with a nominal P value <0.05, we defined a risk score of three metabolites [indoleacetate, 3-hydroxydecanoate (10:0-OH), and retention index (RI): 2,745.4] using LASSO. A logistic regression model containing these three metabolites, age, sex, body mass index (BMI), smoking status, sample date, fasting status, and carbohydrate antigen 19-9 (CA 19-9) yielded an internal area under curve (AUC) of 0.784 [95% confidence interval (CI): 0.714–0.854] compared to 0.681 (95% CI: 0.597–0.764) for a model without these metabolites (P value =0.007). Seventeen metabolites were significantly associated with pancreatic cancer survival [false discovery rate (FDR) <0.1].Conclusions: Indoleacetate, 3-hydroxydecanoate (10:0-OH), and RI: 2,745.4 were identified as the top candidate biomarkers for early detection. However, continued efforts are warranted to determine the usefulness of these metabolites as early pancreatic cancer biomarkers.
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| 4. |
- Bossér, Ulrika, 1976-, et al.
(författare)
-
Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
- 2015
-
Ingår i: European Journal of Science and Mathematics Education. - : Bastas Publications. - 2301-251X. ; 3:2, s. 159-176
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Tidskriftsartikel (refereegranskat)abstract
- Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.
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| 5. |
- Bossér, Ulrika, 1976-
(författare)
-
Exploring the complexities of integrating socioscientific issues in science teaching
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Socioscientific issues, SSI, can briefly be described as societal issues in which science plays a role. Dealing with SSI in science education is a means to prepare and empower students for active and responsible participation in a complex, democratic society. The implementation of SSI-based teaching calls for classroom practices in which scientific evidence alongside for example social and ethical perspectives are considered. Discourse-based teaching activities are emphasized as a means to provide opportunities for students to practice negotiations of SSI and explore diverse viewpoints on the issues. Dealing with SSI in science teaching is recognized as a challenging task for science teachers. This thesis aims to provide knowledge to support the implementation of SSI-based science teaching. Three studies involving two upper secondary school science teachers are performed to achieve this aim. The first study makes use of video-stimulated discussions to investigate the two teachers’reflections on their classroom practices while they implement SSI throughout an academic year. The second study utilizes the concept positioning as a tool to identify and describe the ways in which one teacher’s interactions with students during group work make available different parts for the students to play as participants, when dealing with SSI in the classroom. The third study makes use of the concept communicative approach to investigate how the two teachers’ management of classroom discussions sets conditions for the consideration of multiple perspectives relevant to SSI, including the students’ viewpoints. The results provide knowledge useful when making considerations about the design and enactment of teaching activities in relation to specific educational goals. The results suggest that a specific challenge with designing and enacting SSI-based teaching activities is to balance between controlling and directing the teaching activities to promote specific learning goals and providing space for students’ participation and perspectives. The results of employing the analytical tools elucidate how this challenge can play out in classroom practice and contribute with knowledge of the ways in which teachers’ discursive practices play a role in addressing this challenge. Strategies to support teachers’ implementation of SSI-based teaching that take account of teachers’ existing practices are discussed.
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| 6. |
- Danielsson, Anna, 1978-, et al.
(författare)
-
Gender performativity in physics : affordances or only constraints?
- 2014
-
Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 523-529
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In this forum we engage in a dialogue with Allison Gonsalves’s paper ‘“Physics and the girly girl—there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics’. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students’ stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler’s (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints.
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| 7. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
-
Likabehandlingsarbete — en reproduktion av rådande maktordning?
- 2020
-
Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 49-73
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Tidskriftsartikel (refereegranskat)abstract
- This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.
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| 8. |
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| 9. |
- Lindahl, Mats, 1955-, et al.
(författare)
-
How do 15-16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships?
- 2016
-
Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 60:November, s. 121-130
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Tidskriftsartikel (refereegranskat)abstract
- In order to advance our understanding about the roles studentsassign to expert knowledge, the present study addresses how secondaryschool students use their knowledge of scientific disciplines in theirreasoning of socioscientific issues (SSI). Through group discussions, theresults show that students use science either as a sole justification orintegrated with other kinds of knowledge. Using expert knowledge to liftproblems out of the limited local contexts and find solutions, thestudents access the freedom to make personal choices. Thus, it wasconcluded that scientific knowledge provides possibilities for decisionsthat can support students' agency.
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| 10. |
- Lundin, Joakim, 1978-, et al.
(författare)
-
Analysis of four-wave mixing of high-power lasers for the detection of elastic photon-photon scattering
- 2006
-
Ingår i: Physical Review A. Atomic, Molecular, and Optical Physics. - : The American Physical Society. - 1050-2947 .- 1094-1622. ; 74:4, s. 043821-043831
-
Tidskriftsartikel (refereegranskat)abstract
- We derive expressions for the coupling coefficients for electromagnetic four-wave mixing in the nonlinear quantum vacuum. An experimental setup for detection of elastic photon-photon scattering is suggested, where three incoming laser pulses collide and generate a fourth wave with a new frequency and direction of propagation. An expression for the number of scattered photons is derived and, using beam parameters for the Astra Gemini system at the Rutherford Appleton Laboratory, it is found that the signal can reach detectable levels. Problems with shot-to-shot reproducibility are reviewed, and the magnitude of the noise arising from competing scattering processes is estimated. It is found that detection of elastic photon-photon scattering may be achieved.
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| 11. |
- Lundin, Joakim, 1978-, et al.
(författare)
-
Circularly polarized waves in a plasma with vacuum polarization effects
- 2007
-
Ingår i: Physics of Plasmas. - : American Institute of Physics. - 1070-664X .- 1089-7674. ; 14:6, s. 064503-3 sidor
-
Tidskriftsartikel (refereegranskat)abstract
- The theory for large amplitude circularly polarized waves propagating along an external magnetic field is extended in order to also include vacuum polarization effects. A general dispersion relation, which unites previous results, is derived.
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| 12. |
- Lundin, Joakim, 1978-, et al.
(författare)
-
Modified Jeans instability criteria for magnetized systems
- 2008
-
Ingår i: Physics of Plasmas. - : AIP Publishing. - 1070-664X .- 1089-7674. ; 15:7, s. 072116-072121
-
Tidskriftsartikel (refereegranskat)abstract
- The Jeans instability is analyzed for dense magnetohydrodynamic plasmas with intrinsic magnetization, the latter due to collective electron spin effects. Furthermore, the effects of electron tunneling as well as the Fermi pressure are included. It is found that the intrinsic magnetization of the plasma will enhance the Jeans instability, and can significantly modify the structure of the instability spectra. Implications and limitations of our results are discussed, as well as possible generalizations.
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| 13. |
- Lundin, Joakim, 1978-, et al.
(författare)
-
Short wavelength electromagnetic propagation in magnetized quantum plasmas
- 2007
-
Ingår i: Physics of Plasmas. - : American Institute of Physics (AIP). - 1070-664X .- 1089-7674. ; 14:6
-
Tidskriftsartikel (refereegranskat)abstract
- The quantum electrodynamical (QED) short wavelength correction on plasma wave propagation for a nonrelativistic quantum plasma is investigated. A general dispersion relation for a thermal multicomponent quantum plasma is derived. It is found that the classical dispersion relation for any wave mode can be modified to include quantum and short wavelength QED effects by simple substitutions of the thermal velocity and the plasma frequency. Furthermore, the dispersion relation has been modified to include QED effects of strong magnetic fields. It is found that strong magnetic fields together with the short wavelength QED correction will induce dispersion both in vacuum and in otherwise nondispersive plasma modes. Applications to laboratory and astrophysical systems are discussed.
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| 14. |
- Lundin, Joakim, 1978-, et al.
(författare)
-
Short wavelength quantum electrodynamical correction to cold plasma-wave propagation
- 2006
-
Ingår i: Physics of Plasmas. - : American Institute of Physics. - 1070-664X .- 1089-7674. ; 13:10, s. 102102-102107
-
Tidskriftsartikel (refereegranskat)abstract
- The effect of short wavelength quantum electrodynamic (QED) correction on plasma-wave propagation is investigated. The effect on plasma oscillations and on electromagnetic waves in an unmagnetized as well as a magnetized plasma is investigated. The effects of the short wavelength QED corrections are most evident for plasma oscillations and for extraordinary modes. In particular, the QED correction allow plasma oscillations to propagate, and the extraordinary mode loses its stop band. The significance of our results is discussed.
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| 15. |
- Lundin, Mattias, 1970-
(författare)
-
Action for purpose in a language game in motion
- 2007
-
Ingår i: Cultural Studies of Science Education. - Netherlands : Springer. - 1871-1502 .- 1871-1510. ; 2:1, s. 300-303
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 16. |
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| 17. |
- Lundin, Mattias, 1970-
(författare)
-
Att förhålla sig till heteronormen i förskola och skola : Några homo- och bisexuella lärares sätt att hantera den heteronormativitet de upplever på arbetsplatsen
- 2013
-
Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; :11, s. 30-43
-
Tidskriftsartikel (refereegranskat)abstract
- Detta projekt syftar till att öka medvetenheten om homo- och bisexuella lärares vardag i svensk skola och förskola genom att belysa några av dessa lärares erfarenheter. Datainsamlingen grundar sig på skriftliga berättelser och analysen är genomförd med ett deltagarorienterat förhållningssätt där informanterna haft inflytande på urval och analys. Ett queerteoretiskt ramverk applicerades på det empiriska materialet och resultaten består av fyra strategier som beskriver hur dessa lärare hanterar de normrelaterade situationer som uppstår. Tolkningen visar att lärarna känner sig tvingade att säga ifrån och att anpassa sig men att man också helt enkelt undviker samtalsämnen och känsliga situationer. Det empiriska materialet ger också exempel på hur man kan arbeta för att skapa en förebild. Resultaten indikerar att arbete med att främja normmedvetenhet och ett öppet förhållningssätt är betydelsefullt för att underlätta allas varande i skolan.
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| 18. |
- Lundin, Mattias, 1970-
(författare)
-
Buildning a framework to study the hetero norm in praxis
- 2011
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Ingår i: International Journal of Educational Research. - : Elsevier BV. - 0883-0355 .- 1873-538X. ; 50:5-6, s. 301-306
-
Tidskriftsartikel (refereegranskat)abstract
- To improve equality in schools and to facilitate the identification of oppressive features of the classroom, a framework to indicate the heterosexual norm and its consequences is needed. The purpose of this paper is to construct this framework through a review of literature focusing on the school setting and texts related to equality in Swedish schools. Seven themes indicating the norm were found and denoted: repetition of desirability, dichotomization of sexes, differentiation of sexualities, hierarchy of positions, marginalization, issue making and personation. It is concluded that the framework could benefit from being applied on empirical material and that further attention should be paid to the various subject positions that the framework should address.
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| 19. |
- Lundin, Mattias, 1970-
(författare)
-
En termin vid Ohio State University : Erfarenheter och reflektioner
- 2014
-
Rapport (populärvet., debatt m.m.)abstract
- Extended abstract In fall 2013 I had the opportunity to stay at Ohio State University (OSU) in Columbus, thanks to STINT’s Excellence in Teaching program. In this report I present some of the things I learned there about higher education. OSU is a huge university that was founded in 1870. Here, students pay a tuition fee of $10,000 per year—more if they are not Ohio residents. OSU offers everything a student could wish for, including not only an extraordinary number of courses but also a wide array of interesting clubs, and centers. My experiences at OSU to some extent focused on the Department of Teaching and Learning but were not limited to that context. Below, I present reflections related to three aspects of campus life: the students, the teachers, and the education.StudentsThe student group at OSU consists of 90% Ohio residents, but this makeup does not contradict the image of an international campus in Columbus, where many students speak a mother tongue other than English and have educational backgrounds in countries outside the United States. There are many clubs in which students can engage with one another outside their classes, and these clubs focus on specific topics and activities. The university sponsors the clubs, and I conclude that they contribute to OSU’s rich student environment. The relationship between students and teachers is usually relaxed, and I noted that teachers often explicitly expressed their expectations to students.TeachersA professor position at OSU (in the Department of Teaching and Learning) consists of three responsibilities: teaching, research, and service. Faculty members are expected to dedicate 40%, 40%, and 20% of their time, respectively, to these activities. Service includes administration, meetings, and various kinds of work, such as peer-review tasks and course planning. The actual distribution of time among the three responsibilities is likely closer to 40%, 30%, 30%. A prerequisite for becoming an associate professor and obtaining tenure is a doctoral degree. The track to tenure starts with a nonpermanent six-year appointment. After that, the evaluation for tenure takes place; it considers the candidate’s achievements in research, pedagogic competence, and service. A teacher who is not accepted for tenure may remain at OSU for one additional year after the evaluation, but not more. EducationStudents at OSU take several courses at the same time, up to five discrete courses and these run parallel throughout the semester. This system of parallel courses allows time for reflection on the course literature and course activities. Teachers can address small parts of a text in each class session, and the relatively long time frame makes it possible to connect new discussions to ideas that were discussed earlier in the course. While many students have options regarding the choice of courses, the courses for student teachers are set depending on their initial choice(s) of specialty (e.g. subject(s) and age of students). Different paths within the teacher training consequently do not exist. A distinguishing feature of most courses that I experienced is the detailed style of planning and instruction. For example, the teacher provides homework for students that may consist of texts to read or a task to reflect on; students present their reflections in the following class session. I interpret this approach as involving a certain amount of study strategy, for the master’s level students as well as the undergraduates. This strategy likely bears positive implications in terms of student learning, especially for students who are less accustomed to taking responsibility for their studies. In line with such support, I noticed that many classes among those I visited in the teacher training involved some kind of practical assignment. Such an assignment or task could, for example, ask students to complete the same activity their future students would be asked to do in an actual classroom setting. In addition to an activity, students were asked to reflect upon its accomplishment. I also encountered examples in which school-like approaches were enacted in the university setting. For instance, student teachers were frequently asked about government mandated standards of learning, the rationale being that they needed to be familiar with those standards because they themselves would be evaluated as teachers in relation to how well they could achieve the goals expressed in the policy documents. As the semester progressed, the reflections on students’ assignments came to involve more and more use of theory. OSU provides extensive support to both teachers and students. Early in the semester, for example, teachers were offered a workshop that addressed various pedagogic topics and issues. During the semester the University Center for the Advancement of Teaching (UCAT)[1] offered consultations. These sessions comprised counseling in combination with course visits. Support is also provided as Course Design Institutes (CDIs), likewise arranged as workshops. A CDI is organized in order to promote course development. The Dennis Learning Center (DLC)[2] aims to support students by offering, for instance, courses to enhance students’ motivation or students’ study stills, but students may also receive private tutoring in their studies. Another function that facilitates students’ learning and experience is the Undergraduate Research Office, which coordinates activities for students who are interested in participating in, experiencing, and learning from research with researchers and research groups that can accommodate an undergraduate. Undergraduate research may culminate in a thesis or a poster, but its most important aspect is the experience and the exposure to research achieved through the collaboration. ReflectionsThe support that UCAT and DLC offer is impressive. Taking into account the number of students who go directly from upper secondary school to university in Sweden, I wonder how many of them would benefit from such support. Adding to this notion the facts that Swedish university courses (as I have seen them) frequently involve less direction regarding how to study and that Swedish courses often involve less homework, I suggest that equivalents of UCAT and DLC would be successful tools for promoting high-quality outcomes also in Sweden. A further method of fostering desirable outcomes can be seen in OSU’s approach to undergraduate research.Another observation in relation to the Swedish system is the system of parallel courses found at OSU. The time students are allowed to reflect on what has been read and discussed is likely to facilitate deep learning. The environment at OSU is dynamic, characterized by students of many nationalities; I have seldom seen anything like that in Sweden. The international environment likely provides tools for development and is indeed a valuable source of competence. How could we create such an environment in a Swedish university context, and what obstacles to doing so need to be addressed?To concludeThis report does not include any accounts of people or experiences in the city of Columbus itself, nor do I provide any suggestions to future STINT scholars. I believe that every trip abroad is unique but I would still be happy to give personalized advice to those of you who have questions.The opportunity to live abroad for a time has opened my eyes to many things, small and large, regarding phenomena both at home and in the United States. The contrast in what is different makes things otherwise taken for granted a bit more visible. Therefore, I would like to express deep gratitude to the STINT foundation for allowing me to participate in the Excellence in Teaching program. I also extend great thanks to all the friendly, helpful, and benevolent people—friends—that I met at The Ohio State University and in Columbus.[1] http://ucat.osu.edu/[2] http://dennislearningcenter.osu.edu/
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| 20. |
- Lundin, Mattias, 1970-
(författare)
-
Equality work as means for health education : Queer theory in science education equality work
- 2010
-
Ingår i: Éducation à la santé dans et hors l'École. - Saint-Étienne : Université Claude Bernard Lyon 1 - IUFM de l'Académie de Lyon. ; , s. 355-366
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is intended to contribute to health by addressing the equality work and the acknowledgement of all students and by those means promote health. The idea is to equity by sketching a framework, facilitating the identification of the heterosexual norm and applying it on an empirical material. Science education has been pointed out as fact-based and built on reliable knowledge. However, sexual education offers aspects as love, sexuality and relations -aspects suggesting a tension between the biological and well established definition of sex and later non-dichotomized perspectives. Teachers need to take these different perspectives into account to promote equality – and health - for people that are not part of the prevalent norms for doing gender and sexuality. To study prevalent norms, a queer perspective has been used to build a framework and apply it on a data material that constituted of video observations in two classes with 14-year-old students during sexual education lessons. The results show that the framework is fruitful to illuminate equality issues regarding the hetero norm, by visualizing its re-construction and that further work needs to be done to improve the framework with respect to its internal structure. Nevertheless, it is concluded that the framework indicates attempts to challenge the norm.
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| 21. |
- Lundin, Mattias, 1970-, et al.
(författare)
-
Exploring critical perspectives on sexuality in science education research
- 2013
-
Ingår i: Science Education, research and praxis. - 1792-3166. ; :42-43, s. 5-15
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Konferensbidrag (refereegranskat)abstract
- In recent years, the discipline of science education reduces more and more its strong framing and meets its cultural dimension. Often, science education involves various issues that only indirectly relate to students’ understandings of natural phenomena. Moreover, science communities today are largely characterized by heterogeneous groups with differences in race, sex, religion, language and ethnicity. These different aspects of cultural diversity play an important role in the particular ways students respond to science education. This research field is becoming increasingly pivotal by the researchers working in the multidisciplinary fields of cultural studies and science education. Research on gender and ethnicity in relation to students' learning can be mentioned as two recently developed fields. However, there seem to be areas that are addressed to a very limited extent still. Sexuality constitutes such an example, with the research aim focusing on sexuality in relation to students' learning. In this position paper, a research gap in science education is indicated and addressed. We suggest that further attention should be paid to how the hetero norm asserts power on teachers and students in school science. In addition, more research that challenge unequal practices and discourses of dominance in school science could be one way to further develop school science. The general goal for such research would be to promote inclusion in the school science practice as well as in relation to the subject content. Inclusion of all different sexualities is crucial, in order to make school science a subject that relates to everybody.
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| 22. |
- Lundin, Mattias, 1970-
(författare)
-
Frågandet i klassrummet
- 2014
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Ingår i: Lärande i handling. - Lund : Studentlitteratur AB. - 9789144088785 ; , s. 175-185
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Att ställa frågor kan ses som ett klassiskt inslag i klassrumssamtalet som fortfarande är lika aktuellt. Om vi besöker en grupp elever och deras lärare för att studera deras frågande får vi höra lärares frågor till elever men också att elever frågar sin lärare. Det här kapitlet handlar om hur frågandet i klassrum fungerar. Som lärare behöver vi vara uppmärksamma på de olika funktioner som frågor kan ha – inte minst för att de utgör ett väsentligt redskap för yrkesutövandet. De frågor som jag i detta sammanhang syftar på är ämnesrelaterade frågor, exemplifierade med samtal om naturvetenskap. Min förhoppning är emellertid att resonemangen om frågor och deras svar ska vara giltiga i fler sammanhang än naturvetenskap. I skolan förekommer förstås frågor om allt från tid för lektionsslut och provdatum, till vilken klasskamrat man ska samarbeta med. Detta kapitel avgränsas dock till de ämnesrelaterade frågorna, eftersom de kan tänkas bidra till elevers ökade förståelse av ämnet.
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| 23. |
- Lundin, Mattias, 1970-
(författare)
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Heteronormativitet – vad är det?
- 2012
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Ingår i: Normkritiska perspektiv – i skolans likabehandlingsarbete. - Lund : Studentlitteratur AB. - 9789144079455 ; , s. 59-73
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 24. |
- Lundin, Mattias, 1970-
(författare)
-
Homo- and bisexual teachers’ ways of relating to the heteronorm
- 2016
-
Ingår i: International Journal of Educational Research. - : Elsevier BV. - 0883-0355 .- 1873-538X. ; 75, s. 67-75
-
Tidskriftsartikel (refereegranskat)abstract
- Although legislation has made achievements to strengthen the rights of homosexual people in many European countries, the school setting seems to be a place where it can be hard to be open as a homosexual person. This article presents articulations of what it is to be homo- or bisexual as a teacher, based on a discourse analysis. The empirical material suggests two different discursive approaches described as vigilance and resource, suggesting different realities of these teachers. It is interpreted that it is not enough only to rely on laws and a positive mind-set of the general public. An explicit support from colleagues is suggested to be crucial to facilitate this group’s prerequisites to participate equally compared to norm conforming colleagues.
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| 25. |
- Lundin, Mattias, 1970-
(författare)
-
Introducing the nature of school science (NOSS)
- 2010
-
Ingår i: Contemporary Science Education Research: SCIENTIFIC LITERACY AND SOCIAL ASPECTS OF SCIENCE. - Turkey : ESERA. - 9786053640332 ; , s. 281-286
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper focuses on how students and teachers address features of science in school science practice in lower secondary school. The pointof departure is that if a school subject content is treated as relevant, it is likely to promote the involvement of the students. The conceptnature of science (NOS) could be part of science education and perhaps enhance the relevance of a school science activity. The excerptsfound in this text are based on video observations in two schools. The classes were not chosen for any particular reason, except that theteachers and their students agreed to be visited during their lessons. The analysis is based on the idea that school science involves differentways of meaning making and these are referred to as different language games. The analysis points out that school science involves featuresthat are not related to science itself, for example, students’ learning as well as their safety. The science classroom is consequently not anexample of a pure science language game but should be interpreted as a school science language game where students’ learning is a majorpurpose. Features of a school science language game that do not relate to the NOS, but, to students’ learning, I designate nature of schoolscience (NOSS) (Cf. Lundin, 2008). NOSS is not applicable in professional science practices. In a school science language game, theteacher needs to consider the students’ learning, their safety (cf. Lundin & Lindahl, 2005), and to ensure that the lesson is carried out inits allotted time etc. Such considerations are core elements in the NOSS. It is suggested that students’ discrimination of features referringto the NOSS and the NOS could facilitate classroom communication.
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| 26. |
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| 27. |
- Lundin, Mattias, 1970-
(författare)
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Inviting queer ideas into the science classroom : studying sexuality education from a queer perspective
- 2014
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 377-391
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Tidskriftsartikel (refereegranskat)abstract
- Science education has been pointed out as fact-based and built on reliable knowledge. Nevertheless, there are areas that include other aspects. Sexual education is, according to the Swedish syllabus, such an example and it involves aspects as love, sexuality and relations. These aspects suggest a possible tension between the biological and well-established definition of sex and later non-dichotomized perspectives. Teachers need to take both of these aspects into account as they work. Equality work aiming at providing equality for people that are not part of the prevalent norms for doing gender and sexuality is another endeavour to teachers in science education. To be able to study prevalent norms a queer perspective has been used. The hetero norm is defined in this perspective and it is explained as the expectation that everybody is heterosexual and wishes to live in hetero pair-ship. This perspective also involves the normative construction of man and woman. The different ways to approach sex and sexuality is the research object of this study and the research question is formulated as follows: How can the construction of the hetero norm be visualized by queer theory to challenge the norm in sexuality education? A framework that visualizes the hetero norm and that could elicit attempts to question the norm was chosen for the analysis. The applied framework can be summarized using the following descriptions: repetition of desirability, dichotomization of sexes, differentiation of sexualities and hierarchy of positions. The data constituted of observations made in two classes with 14-year-old students during sexuality education lessons. The results illustrate how the hetero norm was reconstructed in all of the four parts of the applied framework. The analysis provides four examples of how the norm was challenged, first, by expressing the unexpected and uncommon, second, by an orientation towards uncommon positions, third, by eliciting the communalities of sexes and fourth, by an illumination of the queer. It is concluded in the paper that a challenge of the hierarchy of positions is subsequent to the challenge of the initial parts of the framework. Furthermore, the part of the framework called repetition of desirability could benefit from being part of a different level compared to the following parts of the framework. The excerpts used in the analysis were chosen because of their applicability to the framework. However, the biological content does not stand out in the chosen excerpts. The analysis cannot point out if this is a coincidence and it is open to further research to illuminate whether the biological content is diminished, or if teachers might focus on the biological subject content separately from the questions referring to love, sexuality and relations. To conclude, the framework seems to be fruitful to illuminate equality issues regarding the hetero norm both by visualizing the reconstruction of the norm as well as visualizing attempts to challenge the same norm.
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| 28. |
- Lundin, Mattias, 1970-
(författare)
-
Laborationer och deras relevans
- 2012
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Ingår i: Skola och naturvetenskap. - Lund : Studentlitteratur AB. - 9789144081656 ; , s. 49-59
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Som NO-lärare vill vi gärna att elever ska få en god bild av naturvetenskapernas karaktär, 'Nature of Science' (NOS) och arbetet med laborativa moment utgör en del i den strävan. NO-undervisning har vetenskapliga inslag såväl som inslag av exempelvis didaktisk karaktär. Ee sistnämnda betecknas här som 'Nature of School Science' (NOSS). Procedurer i exempelvis skollaborationer är sällan berättigade genom något behov av exakta resultat, utan är en del av en lärandeprocess. Begreppet NOSS avser att accentuera aspekter i verksamheten som med andra ord har med lärandet av naturvetenskap att göra.
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| 29. |
- Lundin, Mattias, 1970-, et al.
(författare)
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Negotiating the relevance of laboratory work : Safety, procedures and accuracy brought to the fore in science education
- 2014
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 10:1, s. 32-45
-
Tidskriftsartikel (refereegranskat)abstract
- This text addresses the problem of the discrepancy between teachers’ and students’ positions in negotiations about the authenticity and legitimacy of school science activities. The study focuses on the apparent conflicts concerning legitimacy and authenticity when teachers and students bring attention to safety, authenticity and accuracy during issues laboratory activities. The analysed data are excerpts made from video observations in two science classes. Analysis was made using epistemological moves describing how teachers and students make their activities relevant. The result indicates that in the classroom conversation about laboratory practice, teachers sometimes draw the attention to safety, procedures and accuracy to legitimize the activity and how they try to control it. Negotiations concerning the legitimacy and authenticity of activities seem inevitable. Unless understandable agreements are reached, the negotiations jeopardize a successful understanding of the Nature of Science (NOS). Misunderstanding of the authenticity of activities contributes to a reduction of their legitimacy, and undermining teaching of context independent knowledge.
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| 30. |
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| 31. |
- Lundin, Mattias, 1970-, et al.
(författare)
-
Situated meaning-making of the human body : A study of elementary school children's reasons in two different activities
- 2014
-
Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:1, s. 173-191
-
Tidskriftsartikel (refereegranskat)abstract
- In this text we compare children's expressions in drawings to their statements during interviews, for the purpose of understanding how different situations afford children to make meaning. In specific we study how two different activities interact and afford children to make meaning differently about the human body. The analytic attention is drawn to the meaning-making children made as they in pairs were asked to explain the body drawings that they did prior to the interviews. Meaning-making was studied by using a practical epistemology analysis, an analysis facilitating understanding of how relations are established in a developing conversation, and more generally providing understanding from a child perspective. The results indicate that several reasons are at hand for children in the two different situations; namely, social, artistic, practical, empirical and memory reasons are identified. Social reasons refer to statements belonging to the social context and items that were described as inappropriate to express. Artistic reasons were interpreted from aesthetic judgements, referring to the artistic quality of the drawing. Practical reasons were given in situations where children expressed, for example, that the space limited their opportunities to draw. Empirical reasons are built on children's statements referring to picture items that are identified by pointing or touching their own body. Memory reasons are involved in all the situations where children explained items were previously omitted, because the body part had been temporarily forgotten. Furthermore, we suggest that children interpret situational aspects and make judgements concerning the relevance of their different reasons. By these means we hope to facilitate children's understanding of interview questions and also to improve researchers' understanding of children's ability to grasp relevant details prior to their response (or participation).
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| 32. |
- Lundin, Mattias, 1970-
(författare)
-
Students’ participation in the realization of school science activities
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna avhandling visar jag hur elever och lärare genomför NO-verksamhet i grundskolan. Avhandlingen illustrerar hur elevers frågor och uttryckta erfarenheter blir en del av ett etablerat ämnesinnehåll. Syftet med studien är att skapa förståelse för hur två agendor – varav den ena baseras på elevers deltagande och den andra baseras på ett etablerat ämnesinnehåll – orkestreras så att båda agendorna tillgodoses vid genomförandet av NO-verksamheten. Studien bygger på videoobservationer under NOlektioner i skolår 5-9. Analysen visar hur olika aktiviteter i genomförandet av ett NOprojekt orkestrerar elevers frågor och uttryckta erfarenheter med ett naturvetenskapligt innehåll. Analysen visar också hur naturvetenskapens karaktär, the Nature of Science (NOS), kommuniceras som följemening till instruktioner. Vidare illustrerar avhandlingen olika sätt att använda frågor för att överbrygga vetenskapliga och vardagliga sätt att kommunicera. Resultaten visar också olika roller som elevers erfarenheter antar i en NOverksamhet. Resultaten utgör en konkretisering av skolans naturvetenskap, the Nature of School Science (NOSS). Skolans naturvetenskapliga aktiviteter begripliggörs lämpligen om de betraktas utifrån sina egna syften och förutsättningar. I avhandlingen utvecklas begreppet NOSS för att lyfta fram sådana syften och förutsättningar såsom dessa framträder i aktiviteten.
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| 33. |
- Lundin, Mattias, 1970-, et al.
(författare)
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Swedish Boys’ Narratives on Sexual Harassment and their Ways of Doing Masculinity
- 2024
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Ingår i: Sexuality & Culture. - : Springer. - 1095-5143 .- 1936-4822.
-
Tidskriftsartikel (refereegranskat)abstract
- When #MeToo was the most intensive, many girls, women and non-binary people’s voices were heard about being exposed. Knowledge on boys’ perspectives is important as they need to be involved to provide change. In research, boys’ and men’s voices are missing unless accounted for in settings associated with violence or harassment. This project contributes knowledge about schoolboys’ positionings with respect to masculine hegemony and sexual harassment. The analysis of pair interviews with 22 participating boys, aged 14–16, suggests three ways in which they relate to the topic. With respect to the discursive patterns labelled equal boy and let-go boy, gender issues are competently expressed and these two patterns convey knowledge about the power that the gender culture exercises. These two discursive patterns also suggest a proficient way of taking the gender order into account to fit in with the peer group. Nevertheless, the third pattern, labelled the dominant boy, suggests settings when a traditional masculinity culture exercises power. We conclude that discussions on situations where different discursive patterns are overt would facilitate a shift towards gender equal discourses with less risk of sexual harassment.
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| 34. |
- Lundin, Mattias, 1970-, et al.
(författare)
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The ’flawless’ school and the problematic actors : research on policy documents to counteract discrimination and degrading treatment in schools in Sweden
- 2018
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Ingår i: European Journal of Education. - : John Wiley & Sons. - 0141-8211 .- 1465-3435. ; 53:4, s. 574-585
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the anti‐discrimination initiatives and the efforts against degrading treatment are promoted by two laws indicating self‐regulatory and transparent actions toward preventing both. To be successful, it is important that everybody involved in the work has the same understanding of the task and that everybody understands written formulations of local policy documents, here labelled eq‐uity plans, in order not to reinforce inequalities when counteracting discrimination and degrading treatment. Our aim is to explore the world‐views that are expressed by the schools in their equity plans. We ask what are the perceived causes of discrimination and degrading treat‐ment within the schools, what solutions in the equity plans emerge and which subject positions are constructed and made possible. The analysis rendered three discourses of which we can see recurring signs in the material and these have been labelled The perfect school discourse, The desig‐nated discourse and The educational discourse. These dis‐courses are different in how they relate to discrimination and degrading treatment in school and they also provide different opportunities for students. We conclude that policy‐making is important as a means to change discrimi‐natory patterns and we suggest how to avoid drawing on discourses that are likely to counteract the goals.
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| 35. |
- Lundström, E., et al.
(författare)
-
Using high-power lasers for detection of elastic photon-photon scattering.
- 2006
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Ingår i: Physical Review Letters. - : The American Physical Society. - 0031-9007 .- 1079-7114. ; 96:8, s. 083602-083605
-
Tidskriftsartikel (refereegranskat)abstract
- The properties of four-wave interaction via the nonlinear quantum vacuum is investigated. The effect of the quantum vacuum is to generate photons with new frequencies and wave vectors, due to elastic photon-photon scattering. An expression for the number of generated photons is derived, and using state-of-the-art laser data it is found that the number of photons can reach detectable levels. In particular, the prospect of using the high-repetition Astra Gemini system at the Rutherford Appleton Laboratory is discussed. The problem of noise sources is reviewed, and it is found that the noise level can be reduced well below the signal level. Thus, detection of elastic photon-photon scattering may for the first time be achieved.
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| 36. |
- Magnus, Cristian D., et al.
(författare)
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Challenging Norms : University Students' Views on Heteronormativity as a Matter of Diversity and Inclusion in Initial Teacher Education
- 2016
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Ingår i: International Journal of Educational Research. - : Elsevier BV. - 0883-0355 .- 1873-538X. ; 79, s. 76-85
-
Tidskriftsartikel (refereegranskat)abstract
- Diversity, as seen in this article from a sexual orientation perspective, is currently an emerging topic on many levels in Europe. This article sets out to examine how future teachers and educators articulate that very aspect of diversity; normative ideas about sexuality that tend to oppress and that are related to educational settings. The understanding of how future educators engage in this topic is a key factor for future work promoting the inclusion of lesbian, gay, transgender, intersex and queer (LGBTIQ) people in schools and enriching school life for all. This supports establishing a positive climate, which ultimately helps students to thrive in a democratic environment (Lerner & Boyd, 2013). This is a challenge on all levels of the educational system: policy- and governance-wise as well as on the level of institutions and individuals.
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| 37. |
- Magnus, Cristian David, et al.
(författare)
-
University students' views on heteronormativity : a concept to facilitate students' reflections on heteronormativity and what we have learnt from it
- 2017
-
Ingår i: Presented at the AERA 2017 Annual Meeting, San Antonio, USA, April 28-30, 2017.
-
Konferensbidrag (refereegranskat)abstract
- This paper elaborates on the results of a qualitative study on heteronormativity and introduces a reflective seminar concept invented and designed for this purpose. The model aims at facilitating students' ability to reflect on heteronormativity. Challenging their thinking about heteronormative practices, we asked students to use it and thereby reflect in three consecutive steps upon the impact of heterosexuality in educational situations. The results showed a contradiction between the students’ positive attitudes towards equality and a lack of ideas of how to promote it. This indicates a lack of opportunities for students in to reflect. Addressing aspects of diversity such as sexual identities and orientations, we suggest that our reflective model is a very useful tool to promote reflective processes.
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| 38. |
- Marklund, Mattias, 1970-, et al.
(författare)
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High intensity physics current and future possibilities
- 2009
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Ingår i: AIP Conference Proceedings. - : AIP. - 0094-243X .- 1551-7616. ; 1188:1, s. 301-314
-
Tidskriftsartikel (refereegranskat)abstract
- The capability to produce high field strengths, and thereby obtain a new means for doing fundamental physics, has over the last thirty years taken great leaps forward. Both superconducting cavities as well ultra-intense lasers can now reach field strengths of the order 50 MV/m (stationary) and 1012 V/m (peak value, time-dependent field), respectively. Here we will describe a collection of problems that catches the flavor of the nonlinear quantum vacuum and the possibility to use high field strengths as a low-energy probe of fundamental physics.
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| 39. |
- Marklund, Mattias, 1970-, et al.
(författare)
-
Nonlinear propagation of partially coherent dispersive Alfvén waves.
- 2006
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Ingår i: Physica Scripta. - : INSTITUTE OF PHYSICS PUBLISHING. - 0031-8949 .- 1402-4896. ; 74:3, s. 373-376
-
Tidskriftsartikel (refereegranskat)abstract
- The effects of partial coherence on the propagation of dispersive Alfvén waves in a magnetoplasma are investigated. In particular, nonlinear interactions between dispersive Alfvén waves and ion-acoustic perturbations are considered by means of a Wigner formalism. A set of governing equations consisting of a kinetic equation for dispersive Alfvén waves coupled nonlinearly to a ponderomotive force driven ion-acoustic wave equation is obtained. The governing nonlinear equations are used to derive a nonlinear dispersion relation that is appropriate for investigating the modulational instability of broadband Alfvén wavepackets. The spectral broadening of the Alfvén waves gives rise to new regimes for the growth rate of the modulational instability.
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| 40. |
- Marklund, Mattias, 1970-, et al.
(författare)
-
Quantum vacuum experiments using high intensity lasers
- 2009
-
Ingår i: European Physical Journal D. - : Springer Science and Business Media LLC. - 1434-6060 .- 1434-6079. ; 55, s. 319-326
-
Tidskriftsartikel (refereegranskat)abstract
- The quantum vacuum constitutes a fascinating medium of study, in particular since near-future laser facilities will be able to probe the nonlinear nature of this vacuum. There has been a large number of proposed tests of the low-energy, high intensity regime of quantum electrodynamics (QED) where the nonlinear aspects of the electromagnetic vacuum come into play, and we will here give a short description of some of these. Such studies can shed light, not only on the validity of QED, but also on certain aspects of nonperturbative effects, and thus also give insights for quantum field theories in general.
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| 41. |
- Torpsten, Ann-Christin, 1952-, et al.
(författare)
-
Policy documents to counteract discrimination and degrading treatment in schools
- 2017
-
Konferensbidrag (refereegranskat)abstract
- In Sweden the anti-discrimination initiatives and the efforts against degrading treatment are promoted by two laws (SFS, 2008:567; SFS 2010:800). Our aim is to explore and understand the self-regulatory efforts to prevent discrimination and degrading treatment in school. We examine Swedish school equity plans asking what the causes of discrimination and degrading treatment within the schools are and what solutions emerge and which subject positions are constructed and made possible? Documents from all compulsory schools in six municipalities are collected.In a discourse analysis we focus on how the phenomenon is expressed. We constructed a definition of a problem and or each problem we search for possible subject positions. At a first stage, various recurring ideas were found in the texts. These were gathered with respect to their expressions of degrading treatment and discrimination in their own educational setting. To uncover the ways of understanding the reasons for the occurring school problems, we searched for solutions that are related to the school problems presented. As a second step, we addressed the identified discourses to find out what subject positions are made possible.The analysis has rendered three discourses. The perfect school discourse – rejects the occurrence of degrading treatment and discrimination. Everybody feels safe and there are no needs for solutions. In this perfect school the only subject position is the perfect student. In The designated discourse, non-complying students cause problems and the solution is to educate these students. In this discourse there are two subject positions, the non-complier and the functioning student. In The educational discourse, problems are dominant norms that provide inequalities and the solutions are questioning and criticizing norms, taking care of each other’s and self-reflection. In this discourse there is one subject position, the active fellow.
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